School report

Inspection of The Japanese School
87 Creffield Road, Acton, London W3 9PU

Inspection dates:

13 to 15 July 2021

Overall effectiveness

Requires improvement

The quality of education

Good

Behaviour and attitudes

Outstanding

Personal development

Good

Leadership and management

Requires improvement

Overall effectiveness at previous
inspection

Inadequate

Does the school meet the independent
school standards?

Yes

What is it like to attend this school?
There is a cheerful atmosphere around the school. Pupils said that they are happy
here and make lots of friends. Pupils are loyal and respectful and celebrate eachother’s successes. Pupils told us that no one in school makes any unkind remarks
and there is no bullying. They said that there is always an adult to go to if they have
any worries.
Pupils readily take on responsibilities as charity fundraisers, broadcasters on theschool’s radio station and cheerleaders at whole-school events. Selected pupils
provide a warm ‘daily greeting’ to welcome pupils at the start of the day.
Pupils take their schoolwork seriously. Teachers help them to do well in their studies.
They have high expectations of pupils’ work and behaviour. Pupils enjoy the manyclubs on offer, including kendo, music, dance and table tennis. They are proud of thevegetables they grow and use to cook healthy meals.
Pupils take great care of the school’s resources. They willingly work together to tidy
their classroom and the playground. They said that they feel safe in school. Since
the previous inspection, leaders have made improvements, including to safeguarding
procedures. However, leaders have not made sure that all actions from specificreviews of the premises’ safety have been actioned fully and swiftly.

What does the school do well and what does it need to do
better?
Pupils study the Japanese national curriculum which covers a suitably broad andbalanced range of subjects. Leaders ensure that the content of each subject is wellplanned. Pupils have many opportunities to revisit prior learning and apply anddeepen their understanding so that they achieve well.
Teachers are well qualified and are generally specialists in the subjects they teach.
They provide clear explanations. They regularly check how well pupils are learning.
Teachers pick up pupils’ errors or misconceptions promptly and deal with thempositively, boosting pupils’ confidence. Teachers use information received when
pupils join the school to adapt their teaching to meet pupils’ individual needs.
Teachers support pupils with special educational needs and/or disabilities (SEND) toenable them to complete their work to the same high standards as others. Since theprevious inspection, leaders have appointed staff with specific responsibilities for
pupils with SEND. They are developing links with specialist therapists to develop this
aspect of the school’s work further.
Personal, social and health education (PSHE) introduces pupils to a broad variety of
topics that contribute strongly to their character development. Pupils learn about awide range of current affairs and moral issues. They study cultures and faiths otherthan their own. Pupils understand and are sympathetic to the challenges faced bydifferent people and communities, including those with protected characteristics.
However, a few PSHE themes are not sequenced in a way that helps pupils to build
Inspection report: The Japanese School
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their understanding equally well. Leaders are adjusting the PSHE planning and theorder in which key themes are taught.
Many pupils have had widely different experiences of learning English before joining
the school. Leaders ensure that pupils learn to read and write in English as soon as
they start at the school. They quickly gain the knowledge they need to become
confident, fluent readers. Pupils have access to a wide range of high-quality fiction
and non-fiction texts in English, and English classics translated into Japanese. The
rate of borrowing from the school’s well-stocked library reflects pupils’ love of
reading books in English and Japanese.
Teachers’ high expectations in lessons and pupils’ strong commitment to learningmean that pupils are thoroughly attentive and work exceptionally well together. They
discuss and debate issues maturely. All parents, carers and staff who responded tothe online surveys for the inspection agreed that pupils behave consistently well.
Pupils attend school very regularly.
Staff, pupils and parents establish a strong sense of community across the school.
Parents felt well informed about their child’s experience of school. In the survey,
they confirmed that they rarely have any concerns. Staff are typically positive about
working at the school.
The chair of the proprietor board has revised arrangements for when school leadersand members change so that there is improved continuity and handover of
responsibilities. Since the previous inspection, board members have attended
appropriate training for their roles. They receive regular progress reports from theheadteacher.
The proprietor board has overseen the work needed to address un-met independent
school standards from the previous inspection. Leaders have made improvements sothat standards relating to spiritual, moral, social and cultural education, PSHE,
provision for pupils with SEND, the handling of complaints and safeguarding checks
are now met.
School leaders, including the proprietor board, have not paid close enough attention
to some matters relating to fire safety. School leaders have commissioned regularprofessional fire safety checks of the school site. However, they have not acted withurgency to arrange for recommended improvements to be made. They have notensured that, in between professional contractors’ monthly fire safety checks, schoolstaff complete regular and frequent checks and maintenance of fire doors and fire
safety equipment. During the inspection, once this was identified by inspectors, theproprietor board responded swiftly to shortfalls in the school’s approach to site fire
safety. The chair of the board has drawn up plans for the routine completion ofrecommended checks and clear lines of responsibility and accountability to ensure
these are done routinely and regularly. However, this standard is not met andleadership and management require improvement.
The school meets the requirements of schedule 10 of the Equality Act 2010.
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Safeguarding
The arrangements for safeguarding are effective.
Since the previous inspection, school leaders have ensured that the school’s
safeguarding policy reflects up-to-date statutory requirements. All staff havereceived training so that they know and fulfil their responsibilities to safeguard
pupils. Staff are alert to concerns about pupils and know the school’s referral
processes.
Leaders have developed reporting systems so that their follow up of safeguarding
concerns is well documented. Staff work with outside agencies, including the local
authority, to ensure that pupils and their families receive the support they need.
Pupils learn about risks to their safety, such as the impact of illegal drugs on their
physical and emotional well-being. Guest speakers help pupils understand risks
within the local area and how to keep themselves safe from harm.
Leaders make all the required pre-employment checks on staff.

What does the school need to do to improve?
(Information for the school and proprietor)◼ Leaders have not maintained effective oversight of some matters relating to thesafety of the school site. They have not responded swiftly to recommendations for
improvements in fire safety checks. Leaders have not ensured the maintenance offire prevention resources and that regular and frequent routine checks are madeof fire safety equipment. Leaders should ensure that routine recommended
checks and clear lines of responsibility and accountability are established andmaintained.
◼ The PSHE programme is not sequenced as logically as other subjects taught inthe school. Pupils’ do not recall some content and concepts that they havelearned previously because planning does not enable them to build on priorlearning and prepare them to learn new knowledge. Subject leaders should adjust
PSHE planning and the order in which key themes are taught to support pupils’learning further.

How can I feed back my views?
You can use Ofsted Parent View to give Ofsted your opinion on your child’s school,or to find out what other parents and carers think. We use Ofsted Parent View
information when deciding which schools to inspect, when to inspect them and as
part of their inspection.

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The Department for Education has further guidance on how to complain about aschool.
If you are the provider and you are not happy with the inspection or the report, you
can complain to Ofsted.

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School details
Unique reference number

101958DfE registration number

307/6070

Local authority

EalingInspection number

10189010

Type of school

Other independent school

School category

Independent school

Age range of pupils

6 to 15

Gender of pupils

Mixed

Number of pupils on the school roll

312

Number of part-time pupils

None

Proprietor

The Japanese School Ltd

Chair

Keiichiro Nakamura

Headteacher

Hideki Ishiyama

Annual fees (day pupils)£2,475

Telephone number

020 8993 7145

Websitewww.thejapaneseschool.ltd.uk/nihonjinga
kko/

Email address

ron-nichi@thejapaneseschool.ltd.uk

Date of previous inspection

30 and 31 October 2018

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Information about this school◼ The Japanese School provides for the children of expatriates who are working in
London for a temporary and limited period until they return to Japan. The schoolis partially funded by the Japanese government.
◼ The school follows the Japanese national curriculum and almost all teaching is inJapanese which is spoken by staff and pupils.
◼ The proprietor body comprises a group of Japanese companies. The proprietor
board members are representatives of these companies who are currently
working in the United Kingdom.
◼ The previous standard inspection was in October 2018. Since then, there has
been one monitoring inspection in June 2019.
◼ The school does not make use of alternative provision.
◼ The school does not have any early years provision or provision for two-year-olds.

Information about this inspection
We carried out this inspection under section 109(1) and (2) of the Education and
Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for
Education about the school’s suitability for continued registration as an independent
school.
◼ This was the first routine inspection the school received since the COVID-19(coronavirus) pandemic began. Inspectors discussed the impact of the pandemic
with the school, and have taken that into account in their evaluation.
◼ Inspectors met with school leaders, including the chair and vice-chair of the
proprietor board, groups of pupils and staff, a representative of the Japanese
embassy and an independent education consultant who works with the school.
They also held informal conversations with staff and pupils around the school.
◼ Inspectors reviewed school policies and other documents, including those relating
to health and safety, curriculum plans, behaviour and minutes of meetings of the
proprietor board.
◼ Inspectors did deep dives in early reading, science, mathematics and PSHE.
◼ The inspection of safeguarding included scrutiny of the single central record of
pre-employment checks, the safeguarding policy, records relating to theidentification and follow up of any safeguarding concerns and discussions withpupils and staff.
◼ Inspectors considered the response to surveys completed for the inspection by 34
members of staff and 187 parents. They also looked at analysis of the school’s
own surveys of staff views completed in recent years.
◼ An interpreter accompanied inspectors for some inspection activities.

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◼ During the inspection, inspectors checked whether the school now meets theindependent school standards that it was judged to have failed at a previous
inspection.
Inspection team
Amanda Carter-Fraser, lead inspector

Her Majesty’s Inspector

Andrew Wright

Her Majesty’s Inspector

Nick Turvey

Her Majesty’s Inspector

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Annex. Compliance with regulatory requirements
The school’s progress in meeting previously failed standards◼ The school now meets the following requirements of the independent
school standards.
Part 1. Quality of education provided◼ 2(1) The standard in this paragraph is met if – 2(1)(b) the written policy, plans and schemes of work– 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils,
including those with an EHC plan.
◼ 2(2) For the purposes of paragraph (2)(1)(a), the matters are– 2(2)(d) personal, social, health and economic education which– 2(2)(d)(ii) encourages respect for other people, paying particular attention to
the protected characteristics set out in the 2010 Act.
Part 2. Spiritual, moral, social and cultural development of pupils◼ 5 The standard about the spiritual, moral, social and cultural development ofpupils at the school is met if the proprietor– 5(b) ensures that principles are actively promoted which– 5(b)(vi) encourage respect for other people, paying particular regard to theprotected characteristics set out in the 2010 Act.
Part 3. Welfare, health and safety of pupils◼ 7 The standard in this paragraph is met if the proprietor ensures that– 7(a) arrangements are made to safeguard and promote the welfare of pupils
at the school; and– 7(b) such arrangements have regard to any guidance issued by the Secretaryof State.
Part 4. Suitability of staff, supply staff, and proprietors◼ 18(2) The standard in this paragraph is met if– 18(2)(a) no such person is barred from regulated activity relating to childrenin accordance with section 3(2) of the 2006 Act where that person is or will

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be engaging in activity which is regulated activity within the meaning of Part
1 of Schedule 4 to that Act;– 18(2)(b) no such person carries out work, or intends to carry out work, at theschool in contravention of a prohibition order, an interim prohibition order, or
any direction made under section 128 of the 2008 Act or section 142 of the2002 Act, or any disqualification, prohibition or restriction which takes effectas if contained in either such direction.
– 18(2)(d) the proprietor ensures that, where relevant to any such person, anenhanced criminal record check is made in respect of that person and anenhanced criminal record certificate is obtained before or as soon aspracticable after that person’s appointment;– 18(2)(e) in the case of any person for whom, by reason of that person living
or having lived outside the United Kingdom, obtaining such a certificate is not
sufficient to establish the person’s suitability to work in a school, such further
checks are made as the proprietor considers appropriate, having regard to
any guidance issued by the Secretary of State.
◼ 18(3) The checks referred to in sub-paragraphs (2)(c) and (except where subparagraph (4) applies) (2)(e) must be completed before a person’s appointment.
◼ 20(6) The standard in this paragraph is met in relation to an individual (“MB”),
not being the Chair of the school, who is a member of a body of persons
corporate or unincorporate named as the proprietor of the school in the registeror in an application enter the school in the register, if– 20(6)(a) MB– 20(6)(a)(ii) does not carry out work, or intend to carry out work, at theschool in contravention of a prohibition order, an interim prohibition order, or
any direction made under section 128 of the 2008 Act or section 142 of the2002 Act or any disqualification, prohibition or restriction which takes effectas if contained in either such direction.
– 20(6)(c) subject to sub-paragraph (8), where the Secretary of State makes arequest for an enhanced criminal record check relating to MB countersignedby the Secretary of State to be made, such a check is made.
◼ 21(1) The standard in this paragraph is met if the proprietor keeps a register
which shows such of the information referred to in sub-paragraphs (3) to (7) as is
applicable to the school in question.
◼ 21(3) The information referred to in this sub-paragraph is– 21(3)(a) in relation to each member of staff (“S”) appointed on or after 1 st
May 2007, whether– 21(3)(a)(ii) a check was made to establish whether S is barred from regulated
activity relating to children in accordance with section 3(2) of the 2006 Act;
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21(3)(a)(iii) a check was made to establish whether S is subject to any
direction made under section 128 of the 2008 Act or section 142 of the 2002
Act or any disqualification, prohibition or restriction which takes effect as if
contained in such a direction;– 21(3)(a)(v) an enhanced criminal record certificate was obtained in respect ofS;– 21(3)(a)(vi) checks were made pursuant to paragraph 18(2)(d);– 21(3)(a)(viii) checks were made pursuant to paragraph 18(2)(e);– 21(3)(b) in relation to each member of staff (“S”), whether a check was madeto establish whether S is subject to a prohibition order or an interim
prohibition order, including the date on which such check was completed.
Part 7. Manner in which complaints are handled◼ 33 The standard about the manner in which complaints are handled is met if the
proprietor ensures that a complaints procedure is drawn up and effectively
implemented which deals with the handling of complaints from parents of pupils
and which– 33(f) where the parent is not satisfied with the response to the complaint
made in accordance with sub-paragraph (e), makes provision for a hearing
before a panel appointed by or on behalf of the proprietor and consisting ofat least three people who were not directly involved in the matters detailed in
the complaint;– 33(g) ensures that, where there is a panel hearing of a complaint, one panel
member is independent of the management and running of the school;– 33(i) provides for the panel to make findings and recommendations andstipulates that a copy of those findings and recommendations is– 33(i)(i) provided to the complainant and, where relevant, the personcomplained about; and– 33(j) provides for a written record to be kept of all complaints that are madein accordance with sub-paragraph (e) and– 33(j)(i) whether they are resolved following a formal procedure, or proceed toa panel hearing; and– 33(j)(ii) action taken by the school as a result of those complaints (regardlessof whether they are upheld).
Standards that were met at the previous inspection, but are now judged
to not be met at this inspection
Part 3. Welfare, health and safety of pupils

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◼ 12 The standard in this paragraph is met if the proprietor ensures compliancewith the Regulatory Reform (Fire Safety) Order 2005.
The school continues to not meet the following independent school
standards.
Part 8. Quality of leadership in and management of schools◼ 34(1) The standard about the quality of leadership and management is met if the
proprietor ensures that persons with leadership and management responsibilities
at the school– 34(1)(a) demonstrate good skills and knowledge appropriate to their role sothat the independent school standards are met consistently;– 34(1)(b) fulfil their responsibilities effectively so that the independent school
standards are met consistently; and– 34(1)(c) actively promote the well-being of pupils.

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