Tudor Primary School

Tudor Primary is a small, friendly, community-focused school where pupils feel happy, safe and included. Inspectors found strong provision across the school: early years and personal development are outstanding, while the quality of education, behaviour and attitudes, and leadership and management are good. Safeguarding is effective. The school has moved on from its previous requires improvement grade, with new leadership since October 2023 having raised aspirations and improved the behaviour culture. Pupils benefit from a carefully designed, aspirational curriculum that builds well on an exceptional early years foundation. Reading is a particular strength, SEND support is swift and effective, and pupils with SEND progress very well. Behaviour is calm and orderly, attendance is improving, and a wide range of enrichment and pastoral support helps pupils develop confidence and responsibility. Staff feel valued and are well supported within the federation. The main area for improvement is that the recently introduced curriculum in some wider foundation subjects in Years 1 to 6 is not yet fully embedded. In these subjects, teaching does not consistently build knowledge in a logical order or ensure pupils develop deep understanding before moving on. Published 2024 outcomes in reading, writing and mathematics were below national expectations, although leaders have taken action and current pupils typically achieve well; some of this work is still becoming established.

Strengths

• Exceptional early years provision gives children a very strong foundation and prepares them well for Year 1.
• The curriculum is carefully designed, aspirational and builds successfully on the strengths of early years.
• The reading journey is strong, with expert phonics support and prompt help for pupils who need it.
• Pupils with SEND are identified swiftly and supported well, and they progress very well through the curriculum.
• Behaviour is calm and orderly, and relationships between staff and pupils are positive and supportive.
• Personal development is outstanding, with enriching activities, leadership opportunities and strong pastoral care.
• Leadership and governance have created a welcoming family environment where staff feel valued and supported.
• Safeguarding arrangements are effective.
• Pupils feel happy, safe and included, and take pride in their responsibilities.
• Attendance is improving through robust procedures and appropriate support for families.

Areas for Improvement

• Published 2024 outcomes in reading, writing and mathematics were below national expectations.
• Some of the work to secure current pupils' achievement is not yet fully established.
• In Years 1 to 6, the recently implemented curriculum in some wider foundation subjects is not fully embedded.
• In some wider curriculum subjects, teaching does not consistently build pupils' knowledge in a logical order.
• Some teaching does not ensure pupils develop a deep understanding of the concepts taught.
• Pupils are not consistently building knowledge in a logical sequence over time in some foundation subjects.
• The school should ensure pupils develop secure understanding of key concepts before progressing to new content.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Tudor Primary School attended 93.2% of sessions (the national figure for primary schools was 94.8%). 22.8% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.5% of pupils at Tudor Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Tudor Primary School had 14.2 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 46.6% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 17.1% of pupils at Tudor Primary School were on SEN support (nationally 15.4%) and 4.3% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Tudor Primary School received £9,519 and spent £13,116 for each of its 164 pupils. It ended the year with a deficit of £1,490,000 (-£9,087 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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• Secondary Schools

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What is Tudor Primary School's Ofsted rating?

The latest Ofsted rating for Tudor Primary School is Good, from an inspection in September 2025.

When was Tudor Primary School last inspected by Ofsted?

Tudor Primary School was last inspected in September 2025.

How many pupils does Tudor Primary School have?

Tudor Primary School has 164 pupils on roll.

What age range does Tudor Primary School cover?

Tudor Primary School for pupils aged 3 to 11.

What are Tudor Primary School's SATs (KS2) results?

In 2025, 64% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Tudor Primary School?

Tudor Primary School is at Queen's Road, Finchley, London, N3 2AG.