Northview Junior and Infant School
| Type | Primary / Community school |
| Age Range | 3-11 |
| Religion | Does not apply |
| Address | Northview Crescent London NW10 1RD |
| Phone | 02084507982 |
| Reference Number | 101508 |
Northview Junior and Infant School is performing at the expected standard overall. Inspectors found a school with a clear direction under new leadership, where pupils feel safe, behave well and attend more regularly than average. The early years is a particular strength: a language-rich curriculum, secure phonics and strong relationships help children make sound progress and prepare well for Year 1. Reading, writing and mathematics foundations are secure, and pupils with special educational needs and/or disabilities are included well, with specialist support and adaptations helping them access the same curriculum as peers. Personal development, pastoral care, governance and staff wellbeing are also positive features, and parents speak warmly about the school's nurturing feel. The main area for improvement is consistency in teaching adaptations. In some instances, teaching does not support all pupils equally well, meaning some pupils do not get the same quality of help to build and master knowledge securely over time. Leaders are already working on embedding support for pupils who need extra help during lessons, and this remains the school's next step. The school has a higher-than-average proportion of pupils eligible for free school meals, a well-above-average proportion of pupils with education, health and care plans, and is in an area of high deprivation. It has no resourced SEND provision, and the headteacher took up post in September 2024. Safeguarding standards are met.
General Makeup
| Number of pupils | 214 |
| Boy/Girl ratio |
Boys: 48.6%
Girls: 51.4% |
| Percentage of students eligible for free school meals | 45.4% |
| Percentage of students where English is not their first language | 72.9% |
Class Sizes
| Average size of one teacher classes | 26.8 |
| Average size of Key Stage 1 classes taught by one teacher | 29.7 |
| Average size of Key Stage 2 classes taught by one teacher | 29 |
Year Groups
| Year | Boys | Girls | Total |
|---|---|---|---|
| 1 | 16 | 13 | 29 |
| 2 | 11 | 19 | 30 |
| 3 | 15 | 15 | 30 |
| 4 | 15 | 15 | 30 |
| 5 | 15 | 13 | 28 |
| 6 | 13 | 15 | 28 |
Ethnicities
| Ethnicity | Percentage |
|---|---|
| African | 17.8% |
| Pakistani | 10.3% |
| Asian, Other | 7.9% |
| White, Other | 6.1% |
| Caribbean | 3.3% |
| Mixed, Other | 2.3% |
| White & Black (African) | 1.9% |
| White, British | 1.4% |
| Indian | 1.4% |
| White & Black (Caribbean) | 0.9% |
| Unclassified | 0.9% |
| White & Asian | 0.5% |
| Overall Ofsted Rating | Expected standard |
| > Leadership & Governance | Expected standard |
| > Personal Development & Wellbeing | Expected standard |
| > Achievement | Expected standard |
| > Attendance & Behaviour | Expected standard |
| > Curriculum & Teaching | Expected standard |
| > Inclusion | Expected standard |
| > Early Years | Expected standard |
| Last Report Date | 09 Jun 2026 |
| Date | Report |
|---|---|
| 09 Jun 2026 | School inspection |
| 12 May 2022 | School inspection |
| 19 Nov 2020 | Monitoring visit |
| 28 Mar 2017 | Short inspection |
| 22 Nov 2011 | Full inspection |
| 30 Jun 2010 | Interim assessment |
| 15 Feb 2007 | Full inspection |
| 20 Jan 2003 | Full inspection |
Strengths
- Pupils develop secure foundations in reading, writing and mathematics.
- Children in the early years make positive progress from their starting points.
- Reading is prioritised, with phonics taught securely and books matched to pupils' phonics knowledge.
- The early years curriculum is language-rich and deliberately sequenced.
- Pupils with SEND are included well and access the same curriculum as their peers.
- Attendance remains above national averages for all groups of pupils.
- Routines and clear expectations help create a calm and purposeful start to learning.
- Pupils typically conduct themselves well and say staff help them feel safe.
- The curriculum is ambitious and broad, building knowledge from the early years onwards.
- Subject leaders monitor teaching and use this to guide staff practice.
- Personal development is central, with strong PSHE, assemblies, clubs and pupil voice.
- Governors meet statutory duties and balance support with challenge.
- Staff wellbeing and workload are taken seriously, and professional development is well established.
- Parents speak positively about the school's nurturing feel and how well staff know their children.
- Pastoral support, including in-house therapy and early help for families, is a strong feature.
Areas for Improvement
- Teaching adaptations are not consistently applied across all year groups, so some pupils receive uneven support to build knowledge securely over time.
- Support for other pupils who need help during lessons is not yet embedded consistently.
How many students meet the standards
| Reading, Writing & Maths | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Pupils meeting the expected standard | 64% | ||
| Pupils meeting a higher standard | 14% |
Average Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
| Subject | School | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | 104 | ||
| Maths | 102 |
Progress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
| Metric | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | 0.3 | ||
| Writing | 2.1 | ||
| Maths | 1.2 |
How many students meet the standards
Sample
UnlockAverage Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
Sample
UnlockProgress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
Sample
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| Number of Applications | Number of Offers | |
| First Preference | ||
| Second Preference | 6 | 0 |
| Third Preference | 16 | 1 |
| From another Local Authority | 2 | 1 |
Previous Years
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