Vaughan Primary School

Vaughan Primary School is a large, well-performing primary school where pupils achieve consistently above national averages in reading, writing and mathematics, including disadvantaged pupils. Attendance is high, persistent absence is low, behaviour is calm and positive, and pupils say they feel happy and safe. Safeguarding standards are met. Inclusion is a notable strength: pupils with SEND and disadvantaged pupils are identified early, supported carefully and given access to enriching experiences. Leadership is positive and supportive, staff wellbeing is well looked after, and governors understand the school's strengths and development priorities. The early years and curriculum are effective, though teaching practice is not yet consistently embedded across all classes. The school's main development areas are to strengthen the consistency of teaching and assessment across the curriculum, particularly in checking understanding and deepening learning for pupils who are ready, and to enhance early years communication and language provision. Personal development and wellbeing are well prioritised, but leaders are still developing the strategic systems that ensure maximum impact for all pupils, including vulnerable pupils.

Strengths

• Pupils achieve above national averages in reading, writing and mathematics, including disadvantaged pupils.
• Attendance is high and persistent absence is low, with swift and targeted support for families.
• Pupils behave well, have highly positive attitudes to learning and feel safe in school.
• Inclusion is carefully delivered, with early assessment and strong support for pupils with SEND and disadvantaged pupils.
• The curriculum is broad and ambitious, with secure phonics and mathematics teaching in the early years.
• Leaders create a positive culture where staff feel valued and well supported.
• Governors have an appropriate understanding of the school's strengths and development priorities.
• Pupils benefit from a wide range of enrichment opportunities, including clubs, trips and performances.
• Personal development is prioritised, with effective support for pupils' wellbeing, resilience and leadership roles.
• Pupils are well prepared for the next phase of their education.

Areas for Improvement

• Effective teaching practice is not consistently embedded across all classes.
• Assessment checks on pupils' understanding are sometimes not skilful enough.
• Some pupils do not have sufficient opportunities to articulate their thinking before learning moves on.
• A small number of pupils are not consistently challenged to deepen their learning when ready.
• Early years teaching does not consistently maximise opportunities to develop communication and language.
• The early years curriculum is not yet fully coherent across all seven areas of learning.
• Some aspects of pupils' PSHE knowledge are not as developed as they could be.
• Strategic leadership and systems for personal development and wellbeing are still being developed to ensure maximum impact for all pupils.

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 Vaughan Primary School attended 95.7% of sessions (the national figure for primary schools was 94.8%). 8.2% 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, 0.0% of pupils at Vaughan 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 Vaughan Primary School had 23.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 15.4% 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, 11.4% of pupils at Vaughan Primary School were on SEN support (nationally 15.4%) and 3.3% 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 Vaughan Primary School received £7,111 and spent £7,454 for each of its 648 pupils. It ended the year with reserves of £713,000 (£1,100 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).

• Primary Schools
• Secondary Schools

All schools in Harrow · Harrow local authority: places and applications

What is Vaughan Primary School's Ofsted rating?

The latest Ofsted rating for Vaughan Primary School is Expected standard, from an inspection in September 2026.

When was Vaughan Primary School last inspected by Ofsted?

Vaughan Primary School was last inspected in September 2026.

How many pupils does Vaughan Primary School have?

Vaughan Primary School has 668 pupils on roll.

What age range does Vaughan Primary School cover?

Vaughan Primary School for pupils aged 3 to 11.

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

In 2025, 86% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Vaughan Primary School?

Vaughan Primary School is at The Gardens, Vaughan Road, West Harrow, Harrow, Middlesex, HA1 4EL.