Hujjat Primary School

Hujjat Primary School is a caring and inclusive school where pupils feel safe, behave well and benefit from an ambitious, well-sequenced curriculum in Years 1 to 6. Pupils achieve securely across a wide range of subjects, read and use mathematics fluently, and receive effective support to catch up when needed. Attendance has improved year on year and is now in line with national averages, while behaviour is respectful and bullying is rare. Personal development is a particular strength: the PSHE curriculum is coherent and aligned with the school’s Islamic ethos, pupils learn about diversity and online safety, and a broad extracurricular offer helps them develop talents and confidence. Leaders have also maintained a positive culture and good staff morale during a period of significant staffing instability, and parents value the school’s engagement with them. However, several areas need attention. The early years curriculum is not well organised beyond English and mathematics, so some essential knowledge and vocabulary are not sequenced or built effectively, particularly affecting children with SEND. Some pupils with complex SEND do not receive support that matches their education, health and care plan targets closely enough, so they make less progress than they could. Leaders and trustees do not yet have sufficiently detailed oversight to identify weaknesses precisely and drive rapid improvement, and the school does not always ensure its policies meet the latest statutory guidance. The school is part of Hujjat School Trust and has a Muslim religious character. It has experienced significant change since the previous inspection, including a new headteacher from September 2024, and it is larger than average.

Strengths

• Pupils gain secure knowledge and skills across a wide range of subjects.
• Pupils remember prior learning and use accurate subject-specific vocabulary.
• Additional support helps pupils who struggle, including those with SEND, to catch up.
• Pupils learn to read, write, spell and use mathematics fluently and accurately.
• Attendance has improved year on year and is in line with national averages.
• Pupils behave respectfully and maturely, and lessons are rarely interrupted.
• Bullying is rare and any incidents are tackled swiftly and effectively.
• The Years 1 to 6 curriculum is ambitious, well sequenced and regularly revisited.
• Leaders provide focused training and support that builds teaching expertise.
• Personal development is a high priority, with a coherent PSHE curriculum aligned to the school’s values and Islamic ethos.
• Pupils learn about diversity, online safety and healthy relationships.
• A broad extracurricular offer supports talents and interests, with adjustments for pupils facing barriers.
• Early years staff build caring relationships and help children settle quickly.
• The school identifies SEND and barriers to learning appropriately and works constructively with parents.
• Leaders have maintained a positive culture and staff morale during staffing instability.
• Parents value the school and leaders’ engagement with them.

Areas for Improvement

• Early years curriculum beyond English and mathematics is not well organised or sequenced.
• Essential early years knowledge and vocabulary are not identified, built upon and delivered effectively.
• Early years improvement priorities are at an early stage and not precise enough to drive rapid change.
• Children with SEND in early years do not progress as quickly as they could.
• Some pupils with complex SEND do not receive teaching and support that matches their EHC plan targets closely enough.
• Leaders and trustees lack sufficiently detailed oversight to identify weaknesses precisely and target support effectively.
• Improvements have not been rapid enough for all pupils.
• The school does not always ensure its policies and approaches meet the latest statutory guidance in full.
• Leaders must strengthen oversight to ensure swift action and full statutory compliance.
• Leaders must ensure staff have suitable knowledge and expertise to support pupils with EHC plans.
• Leaders must ensure the early years curriculum identifies and sequences essential knowledge and vocabulary across all areas.

In 2024–25 pupils at Hujjat Primary School attended 94.7% of sessions (the national figure for primary schools was 94.8%). 12.9% 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 Hujjat 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 Hujjat Primary School had 20.7 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% 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. The national figures are for all state schools of the same type.

In 2024–25 Hujjat Primary School received £7,101 and spent £6,699 for each of its 296 pupils. It ended the year with reserves of £547,000 (£1,848 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). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

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• Grimsdyke School
• Krishna Avanti Primary School
• Pinner Wood School
• Priestmead Primary School and Nursery
• St Anselm's Catholic Primary School
• St Bernadette's Catholic Primary School
• St George's Primary Catholic Voluntary Academy
• St John Fisher Catholic Primary School

What is Hujjat Primary School's Ofsted rating?

The latest Ofsted rating for Hujjat Primary School is Needs attention, from an inspection in October 2026.

When was Hujjat Primary School last inspected by Ofsted?

Hujjat Primary School was last inspected in October 2026.

How many pupils does Hujjat Primary School have?

Hujjat Primary School has 356 pupils on roll.

What age range does Hujjat Primary School cover?

Hujjat Primary School for pupils aged 4 to 11.

Where is Hujjat Primary School?

Hujjat Primary School is at Brookshill, Harrow Weald, Harrow, Middlesex, HA3 6RR.