The Lloyd Williamson Schools

Name The Lloyd Williamson Schools
Ofsted Inspection Rating Inadequate
Address 12 Telford Road, Ladbroke Grove, London, W10 5SH
Phone Number 02089620345
Type Independent
Age Range 1-16
Religious Character None
Gender Mixed
Number of Pupils 93 (60.2% boys 39.8% girls)
Local Authority Kensington and Chelsea
Percentage Free School Meals 0%
Pupils with SEN Support 3.7%
Catchment Area Indicator Available No
Last Distance Offered Available No

What is it like to attend this school?

Pupils told us that they feel safe at school. Nevertheless, leaders’ lack of attention to regulations and legal requirements means they have not taken all the steps required to assure pupils’ safeguarding and well-being.

Pupils have good attitudes towards their studies and school life. They receive a good quality of education, which enables them to know more and do more across a range of subjects. Classrooms are happy places where teachers promote learning well. This inspires pupils to achieve, including those with special educational needs and/or disabilities (SEND).

Leaders and all staff are keen for pupils to be the best they can. The family ethos of the school promotes pupils’ personal development very well. The working relationships pupils have with their teachers and other adults promote a harmonious environment. Pupils learn, play and interact respectfully with each other, staff and visitors. Parents are generally positive about their child attending the school.

Pupils conduct themselves well around the school and during their lessons. Pupils in key stage 1 said that bullying sometimes happens but, when they tell their teachers, it stops. Older pupils expressed no concerns about bullying.

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

The proprietor and senior leaders, who also provide governance for the school, have not made sure that all the independent school standards are met. These include standards related to safeguarding and those relating to the school’s premises.

The school’s admission and attendance registers are not maintained effectively. Inspectors found some pupils’ names and required information were missing from the admission register. Some pupils’ attendance at school had not been recorded for over a week leading up to the inspection. The number of pupils on the attendance registers was below the number of pupils on roll recorded by the school on the admissions register. The room allocated to assist pupils who are sick or injured at the St. Charles Square site does not include washing facilities. Because of the safeguarding failings, the safeguarding and welfare requirements of the early years foundation stage are not met.

Notwithstanding these significant concerns, the school provides a good quality of education. The curriculum is broad. It is well matched to pupils’ abilities and interests. Pupils with SEND have equal access to the learning activities on offer. After-school clubs, including sports, drama and chess, enrich pupils’ experiences.

The curriculum is planned effectively, enabling pupils to learn in a logical way. This is the case in many subjects, including reading, writing and mathematics. Work is well matched to the needs of all pupils, including those with SEND. Teachers value the support they receive from the proprietor to assist their planning of the curriculum. This ensures that pupils build their knowledge and remember more over time.

The use of subject specialists, particularly at key stage 3, in science, languages and art is effective. Pupils benefit from their strong subject knowledge. However, leaders have only offered other staff limited support and coaching to help them improve further their knowledge and teaching practice with older pupils. This was particularly noticeable in mathematics, where it prevented pupils’ further achievement.

The curriculum in the early years helps children develop well in all areas of learning. As a result, the learning and development requirements of the early years foundation stage are met.

Reading, including phonics, is taught effectively in Reception and in Year 1, although it is clear this has not always been the case. However, weaker readers, particularly in Years 2 and 3, do not always show secure use of phonetic skills when they come across a word they find challenging to read. They rely on staff telling them the word, rather than using their knowledge of letters and sounds to decode it themselves.

The provision for pupils’ personal, social, health and economic education (PSHE) is strong. It includes guidance on healthy relationships, equality of opportunity and careers education. During a lesson visit, Year 9 pupils discussed with confidence the protected characteristics, such as age and race. All this work is effective in developing pupils’ character and self-esteem. They demonstrate positive attitudes to their education and behave well in lessons. This helps them to learn well.

Opportunities to think about important moral and social issues are interwoven through the curriculum. Pupils gain an awareness of different cultures and religions. They receive opportunities to contribute to charities in the local community and beyond. Year 2 pupils enjoyed discussing changing wrong actions into the correct ways to behave. Pupils are well prepared for life in modern Britain.

Leaders have ensured that the school is compliant with schedule 10 of the Equality Act 2010.


The arrangements for safeguarding are not effective.

The proprietor and other leaders have not ensured that procedures to safeguard children reflect statutory guidance. Leaders have not adopted safer recruitment procedures, including seeking appropriate checks and references for all staff appointments. The necessary checks have not been received for some staff employed from overseas.

Some staff are not up to date with their knowledge of current child protection guidance. Referrals have been made to the local authority for pupils in need of early help. However, the school’s safeguarding policy does not detail all procedures to follow where there are concerns, for example peer-on-peer abuse. Despite being updated during the inspection, the safeguarding policy still does not reflect current government guidance.

Leaders do not identify all the risks associated with hazardous areas, events and off-site visits. Risk assessments are not thorough enough, including for the times when pupils attend the local adventure playground.

What does the school need to do to improve?

(Information for the school and proprietor)

Leaders must ensure that all the independent school standards and requirements of the early years foundation stage are met. . Procedures for keeping pupils safe are weak. The proprietor and leaders need to rapidly strengthen the culture of safeguarding by ensuring that: – arrangements to keep pupils safe are in line with the latest guidance – all staff have read part one of ‘Keeping children safe in education’ (2019) – the safeguarding policy reflects current government guidance – the single central record of staff checks meets statutory requirements and includes all necessary pre-appointment checks on all staff, including those appointed from overseas.Leaders must ensure that: – the procedures set out in the school’s health and safety and risk assessment policies are implemented effectively – comprehensive health and safety checks are routinely carried out to identify possible risks and actions to promote the welfare of pupils, including off-site visits – records of checks, potential risks and actions are robust and well kept – the allocated room located at St. Charles Square to assist with the medical needs of pupils includes washing facilities.Leaders must ensure that the school’s admission register is accurate and includes all the necessary information. Leaders must also ensure that the attendance registers match the admission register and are completed accurately every day. . The support that teachers receive to develop their teaching practice varies, particularly in mathematics. This means that the well-planned curriculum is not always taught as effectively as it might be. Leaders must ensure that teachers are provided with training to develop their teaching, including in mathematics, so that pupils can learn and achieve even more. . Some pupils, particularly the weaker readers, rely on staff to tell them how to say a word which they find challenging to read. This means that they do not use or develop their knowledge of letters and sounds as well as they should. Leaders need to ensure that all staff support the learning of phonics by ensuring that pupils are encouraged to sound out words for themselves, whenever possible.