Blooming Tree Primary School

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About Blooming Tree Primary School

Name Blooming Tree Primary School
Ofsted Inspections
Ms Aliki Koriki
Address 37-38 The Mall, Ealing, W5 3TJ
Phone Number 02082487234
Phase Independent (special)
Type Other independent special school
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 14
Local Authority Ealing

What is it like to attend this school?

At Blooming Tree, staff go out of their way to understand and meet pupils’ individual needs. Leaders have high aspirations for all pupils. Staff are highly skilled at helping pupils to use different methods of communication. These methods enable pupils to communicate their feelings and the things they want or need.

Pupils are safe at school. Pupils trust staff to look after them and they know that staff will help them to overcome challenges when these arise.

Pupils experience joy in school. They enjoy visiting the local park, playing on the swings and relaxing in the sensory spaces. Leaders ensure that they make the most of these times to extend pupils’ learning.

Staff pick up on the smallest indicators that pupils might be struggling and quickly address any issues pupils have. Pupils learn to share and interact with each other incredibly well. Staff supervise pupils closely. This ensures that incidents of poor behaviour are rare. Bullying is not a problem in the school. Nevertheless, staff pick up on any emerging issues quickly and are well trained to support pupils’ social development. They are experts in helping pupils to understand how their behaviour might affect others.

What does the school do well and what does it need to do better?

Pupils are exceptionally well prepared for the next stage of their education. They follow individual and appropriately planned programmes of learning. Pupils’ ‘key skills targets’ are based on their education, health and care plan outcomes. Leaders ensure that pupils’ long-term targets are broken down into smaller, sensible steps. Staff review and adapt pupils’ targets carefully to ensure that these remain ambitious and relevant. Teachers’ effective use of assessment helps them to decide on the next steps in pupils’ learning.

Staff give pupils plenty of chances to learn about the world around them. Alongside the ‘key skills targets’, pupils follow a sequenced programme of projects which develop and expand pupils’ understanding. These projects also provide pupils with a broad range of interesting and motivating experiences.

In addition to their personalised programmes of learning, some pupils, according to their individual needs, receive subject-specific lessons, such as in mathematics. These lessons are sequenced and organised so that pupils build on what they have learned previously. Teachers have strong subject knowledge. They ensure that all parts of the curriculum are seamlessly joined together and that pupils achieve highly.

Staff have in-depth knowledge about the different ways in which pupils learn. Staff adapt teaching activities skilfully to make sure that pupils learn in a way that suits their specific needs. Pupils have access to a wide range of appropriate equipment to meet their sensory needs.

Staff routinely look for opportunities to develop pupils’ independence. They help pupils to learn how to manage their feelings and emotions. Staff use well-established and consistent strategies to support pupils who need more help to manage their behaviour. Pupils behave very well.

Through the curriculum, staff are adept at promoting pupils’ communication and developing their reading skills. Pupils learn to read symbols or words at a level that is appropriate for them. Teachers help pupils to understand different reading materials. These include signs, lists and books.

Pupils’ personal development is at the heart of the curriculum. Leaders have developed a comprehensive personal, social, health and economic programme. Pupils learn about themselves and others. They are taught about a range of topics, including healthy relationships. Leaders provide opportunities that allow pupils’ individual personalities and characteristics to shine. When pupils are ready, they take on responsibility for their own self-care. Pupils are taught valuable life skills and the importance of keeping healthy. Leaders ensure that the school complies with the statutory guidance on relationships education.

Staff enjoy working at the school. They said that leaders are considerate of their workload and well-being. They appreciate the support of the whole staff team. Those who are at the early stages of their careers appreciate the training and coaching they receive. Leaders work with other schools to share their expertise. Parents and carers are supportive of the school and see the difference it makes to their children’s all-round development.

The proprietor and governors understand their roles and keep a sharp focus on improving all aspects of the school’s work. They ensure that the school complies with the independent school standards. They have ambitious plans for the future and know that they have to recruit, train and retain the right staff to achieve their goals. The school complies with schedule 10 of the Equality Act 2010.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding. Staff understand the important role that they play in keeping pupils safe. They understand how to identify and report concerns about pupils’ welfare to the school’s designated safeguarding leader.

Leaders ensure that staff receive appropriate and regular safeguarding training. Leaders ensure that appropriate and timely actions are taken when there are concerns about pupils’ welfare.

The school’s safeguarding policy meets requirements and is published on the school’s website.

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