Glebe Primary School

Glebe Primary is a larger-than-average primary school that inspectors found to be performing securely overall, with safeguarding arrangements met. Pupils are calm, feel safe and are well supported; attendance is in line with national averages and behaviour is good. Leaders have managed a period of significant change, including an interim headteacher and a new chair of governors, and parents and staff speak positively about leadership and communication. Early years provision is a notable strength, and pupils generally achieve in line with national averages, with mathematics and grammar, punctuation and spelling above average over time. The main concern is the published outcomes for disadvantaged pupils, which have been below national figures and the gap has widened, particularly in reading and writing. The curriculum in wider subjects is not taught as carefully as in reading, writing and mathematics, so pupils do not always build knowledge securely. Teaching is generally strong but checking of understanding varies, and sometimes work for disadvantaged pupils and pupils with SEND is too hard or too easy. Leaders recognise more work is needed to refine the wider curriculum and make adaptations consistently effective.

Strengths

• Pupils feel safe and know which adults to turn to for help.
• Behaviour is calm and purposeful, with clear routines and rare bullying.
• Attendance is a high priority and broadly in line with national averages.
• Early years provision is ambitious and prepares children well for Year 1.
• Leaders have created an inclusive, welcoming culture where all pupils are valued.
• Pastoral support is effective and helps vulnerable pupils overcome barriers.
• Leadership has managed significant change successfully and staff feel supported.
• Parents speak positively about leaders and improvements in communication.
• Mathematics and grammar, punctuation and spelling attainment are above national averages over time.
• Phonics outcomes have risen sharply over the last two years.

Areas for Improvement

• Published outcomes for disadvantaged pupils are below national averages and the gap has widened, especially in reading and writing.
• The wider curriculum is not taught as carefully as reading, writing and mathematics, limiting how securely pupils build knowledge.
• Some staff do not check pupils' understanding precisely enough, so gaps are not always addressed before teaching moves on.
• Work for disadvantaged pupils and pupils with SEND is sometimes too hard or too easy, reducing quality.
• Pupils' knowledge of some personal development content, such as protected characteristics, is less secure.
• Fewer pupils reach the higher standard in writing, and historical phonics outcomes were below average.

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 Glebe Primary School attended 95.2% of sessions (the national figure for primary schools was 94.8%). 13.2% 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, 0.3% of pupils at Glebe 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 Glebe Primary School had 11.5 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 24.6% 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, 11.5% of pupils at Glebe Primary School were on SEN support (nationally 15.4%) and 3.5% 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 Glebe Primary School received £7,456 and spent £7,724 for each of its 548 pupils. It ended the year with a deficit of £890,000 (-£1,624 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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All schools in Harrow · Harrow local authority: places and applications

What is Glebe Primary School's Ofsted rating?

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

When was Glebe Primary School last inspected by Ofsted?

Glebe Primary School was last inspected in October 2026.

How many pupils does Glebe Primary School have?

Glebe Primary School has 566 pupils on roll.

What age range does Glebe Primary School cover?

Glebe Primary School for pupils aged 3 to 11.

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

In 2025, 56% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Glebe Primary School?

Glebe Primary School is at Glebe Avenue, Kenton, Harrow, HA3 9LF.