Edullect Academy Independent School

What Ofsted said

From the inspection on 19 May 2026

Pupils relish coming to this relatively new school and feel a palpable sense of belonging to the Edullect family. They enjoy their learning and typically achieve well from their starting points. Positive relationships exist between staff and pupils. Pupils value the care and welcome shown by both their classmates and teachers when they first join the school, helping them to settle quickly. In the early years, staff respond swiftly to children’s needs, ensuring they feel secure. Pupils know that if they have a worry, they can speak to an adult who will listen and help them. Pupils feel happy and are safe. Pupils generally learn a broad, well-sequenced curriculum, enabling them to develop the knowledge and skills needed for the next steps in their learning. Pupils with special educational needs and/or disabilities (SEND), and those who may face other barriers, typically access all the school has to offer. However, in the early years, some adults do not consistently model language effectively or extend children’s vocabulary and sentence structure, meaning some children miss out on opportunities to hear and practise new language. In addition, certain activities are not sharply matched to the knowledge and skills that leaders intend children to practise, know and remember. This means that some children do not achieve as well as they could from their starting points. Behaviour across the school is excellent. From the Nursery Year, children follow established routines. Older pupils demonstrate the values of compassion, generosity and forgiveness. As a result, incidents of inappropriate behaviour are rare. If any incidents do occur, leaders act swiftly and effectively. Pupils benefit from a range of clubs. Leaders ensure that pupils with SEND or those that may face other barriers participate fully in these opportunities. Visits to London monuments and landmarks of historical significance enrich the curriculum and develop pupils’ understanding of difference. Pupils learn about the importance of rules within and beyond the school. These experiences prepare them well for life in modern Britain.

What the school should improve

• The proprietor must ensure that the school adheres to all the statutory requirements of the Early Years Foundation Stage paragraphs 1.12, 1.16, 1.17, 1.18, 1.19, 2.1 and 2.5.
• The proprietor body and leaders should ensure that the early years curriculum is consistently taught well and that teachers use assessment effectively to adapt teaching approaches, so that all pupils develop secure knowledge, skills and vocabulary across all subjects.
• Leaders should ensure that all staff in the early years understand how to promote and extend children's vocabulary and language development consistently and effectively. Leaders should ensure that activities in the early years provision support children to practise and apply their learning as intended.
• The proprietor body should ensure it provides robust challenge and support across all aspects of the school’s work so that all the independent school standards are consistently met.

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