Raglan Infant School

Inspection of Raglan Infant School Wellington Road, Enfield, EN1 2NS

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Good 9–10 July 2024

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What is it like to attend this school?

This is an inspirational school where pupils thrive, and learning comes alive. Pupils’ behaviour is exemplary. They are kind and caring towards each other and respectful to adults. They are enthusiastic and attentive in lessons. Pupils take great care when presenting their work. The quality of their work in books and on display around the school is truly impressive.

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What is it like to attend this school?

The school is highly ambitious for every pupil to learn a broad range of knowledge and skills. Pupils rise to the school’s high expectations. Because of this, all pupils, including those with special educational needs and/or disabilities (SEND), attend well and achieve highly by the time they leave Year 2 for junior school.

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What is it like to attend this school?

Due to the close and supportive relationships between staff and pupils, pupils know that all the adults in the school will always help them and keep them safe.

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What is it like to attend this school?

There are a range of popular clubs and activities to enhance pupils’ broader personal. development and well-being. These include activities such as tennis, yoga and mindfulness, choir, and arts club. The school makes sure that activities are accessible for everyone. From early years onwards, educational visits considerably enhance the ambitious curriculum. For example, pupils have enjoyed visits to the Tower of London, a local mosque, and Celtic Harmony Camp.

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better?

In all subjects, the school has designed an ambitious and well-structured curriculum. The knowledge and skills pupils learn are clearly defined and well-sequenced, building towards understanding more complex knowledge. This begins in early years and develops as pupils get older. For example, in art and design, children in early years learn about mixing colours when painting and drawing and different materials for sculpture. They build on this knowledge when learning about Kandinsky and the Musical Paintbox. By Year 2, pupils apply what they have learned to make more complex moving objects using a range of tools and techniques.

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better?

Staff work closely in subject teams. The school use a team of specialist teachers to further enrich the curriculum in such as areas as art, computing, design technology, music, and physical education (PE). This helps to ensure teachers are well- supported to design activities that inspire pupils and build their knowledge securely. As a result, pupils develop a rich body of knowledge in different subjects and achieve exceptionally well.

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better?

Children prosper in early years. The curriculum is well-thought through and designed to develop children’s knowledge in all areas of learning, preparing them well for key stage one. For example, the curriculum for communication helps to ensure adults model language and interact skilfully through familiar songs, poems, and rhymes. 9–10 July 2024

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The environment is creatively adapted to help children practise what they learn. Children, including those with SEND, become independent, curious, and confident learners. This supports their seamless transition into Year 1.

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Pupils learn to read as soon as they start school. In Nursery, children begin to identify and repeat the first sounds in simple words when being read to. This prepares them well for their phonics learning in Reception. The daily phonics sessions are highly effective. Staff model sounds with precision, meaning that pupils learn to say sounds accurately. Pupils use this knowledge to read new and unfamiliar words. Assessment is rigorous and books are carefully matched to the sounds pupils are learning. Pupils who are not fluent readers have regular, targeted support. This helps to ensure pupils develop as confident readers who achieve exceptionally well, including in the Year 1 phonics screening check.

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Pupils understand and respond well to the ‘five-step’ approach to behaviour. Pupils behave very-well in lessons and learning is not disrupted. Pupils readily take responsibility for themselves and their peers throughout the day. Any incidents at playtimes are swiftly resolved. The school uses a range of effective strategies, such as breakfast club, to ensure high attendance and punctuality.

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The school promotes pupils’ wider personal development very well. The personal development and well-being curriculum is designed to help pupils to understand themes such as online safety, healthy relationships, and positive friendships. Pupils learn about a wide range of cultures and to respect differences. They enjoy serving on the school council and an innovative eco-council. Pupils at an early age are being well-prepared for life in modern Britain.

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Staff are rightly proud to work at this school. They value the consideration. shown by leaders for their workload and well-being. Staff praise the high-quality training that they receive, including about safeguarding. Governance is strong and provides informed challenge and support. Parents and carers are overwhelmingly positive about the work of the school.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 9–10 July 2024

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 9–10 July 2024

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School details

Appropriate authority The governing body

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School details

Headteacher Martin Kelsey-Hatton (Executive headteacher) Website www.raglanschools.org

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School details

Dates of previous inspection 19 and 20 April 2023, under section 8 of the Education Act 2005

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Information about this school

 The school is federated with The Raglan Junior School. The federation is led by an executive headteacher and a single governing body.  The school runs a breakfast club and an after-school club.  The school is larger than the average size infant school.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the second routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with the executive headteacher, deputy headteacher, other leaders and teachers. They spoke with members of the governing body including the chair of governors. They also spoke with representatives of the local authority. 9–10 July 2024

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 The inspectors carried out deep dives in these subjects: reading, mathematics, design technology, computing, and geography. For each deep dive, the inspectors met with subject leaders, considered the curriculum, visited lessons, spoke with teachers and pupils, and looked at samples of pupils’ work.  The inspectors considered the curriculum in other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of school leaders, staff, and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors met with parents at the start of the school day. The views of pupils, parents and staff were gathered through discussions as well as considering their responses to Ofsted’s online surveys.

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Inspection team

Sean Flood, lead inspector Ofsted Inspector

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Inspection team

Katerina Christodoulou Ofsted Inspector 9–10 July 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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