Harlyn Primary School

Overall, Harlyn Primary School is performing well. All key judgements—quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision—are good, and safeguarding is effective. Pupils are happy and safe in a warm, supportive environment, behaviour is orderly, and most pupils, including those with SEND, are well prepared for the next stage. Published outcomes are in line with national averages and above in a few subjects. This was the school’s first routine inspection since the COVID-19 pandemic, and it received no overall effectiveness grade under the current framework. The school’s strengths include a strong reading culture, with phonics taught from the start of Reception, careful checks and interventions, and reading for pleasure. SEND identification and support are effective, personal development is broad, and staff feel well supported. Some subjects, such as music, have well-designed curricula and useful assessment. However, the curriculum is at an earlier stage in some other subjects. The essential knowledge is not always clearly sequenced, training and subject expertise are not consistently developed, and assessment is not precise enough to spot and correct misconceptions. Leaders’ quality-assurance systems also lack precision, so inconsistencies in curriculum implementation are not identified and addressed quickly enough. These are the main priorities for improvement.

Strengths

• Staff know pupils and families well and provide a warm, supportive environment.
• Pupils feel safe and know they can share worries with trusted adults.
• Behaviour is orderly and low-level disruption is rare.
• The school has high expectations for pupils’ achievement.
• Reading is prioritised, with phonics taught from the start of Reception.
• Phonics checks and interventions help pupils catch up.
• Pupils have many opportunities to read for pleasure, including reading buddy sessions.
• Some subjects, such as music, have well-designed and sequenced curricula.
• Pupils with SEND are swiftly and accurately identified and well supported.
• Personal development is broad, with clubs, responsibilities and enrichment activities.
• Attendance is closely monitored and current levels are in line with national averages.
• Safeguarding arrangements are effective.
• Staff are positive about working at the school and value the supportive culture.
• Leaders and governors are committed and fulfil statutory responsibilities.

Areas for Improvement

• Some subjects are at an earlier stage of curriculum design and implementation.
• In these subjects, the essential knowledge pupils need to learn is not clearly identified or sequenced.
• Some activities do not sufficiently support pupils to learn the intended curriculum.
• Training to develop subject leaders’ and teachers’ expertise is not as regular as it could be.
• Assessment is not used precisely enough to identify and correct pupils’ misconceptions.
• Leaders’ systems for overseeing the quality of education lack precision.
• Inconsistencies in curriculum implementation are not swiftly identified or addressed.

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 Harlyn Primary School attended 95.2% of sessions (the national figure for primary schools was 94.8%). 11.3% 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 Harlyn 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 Harlyn Primary School had 17.4 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 2.8% 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, 24.7% of pupils at Harlyn Primary School were on SEN support (nationally 15.4%) and 4.9% 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 Harlyn Primary School received £8,103 and spent £8,996 for each of its 353 pupils. It ended the year with a deficit of £138,000 (-£390 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 Hillingdon · Hillingdon local authority: places and applications

What is Harlyn Primary School's Ofsted rating?

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

When was Harlyn Primary School last inspected by Ofsted?

Harlyn Primary School was last inspected in January 2025.

How many pupils does Harlyn Primary School have?

Harlyn Primary School has 364 pupils on roll.

What age range does Harlyn Primary School cover?

Harlyn Primary School for pupils aged 3 to 11.

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

In 2025, 60% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Harlyn Primary School?

Harlyn Primary School is at Tolcarne Drive, Pinner, Middlesex, HA5 2DR.