The Raglan Junior School

Inspection of The Raglan Junior School Raglan Road, Bush Hill Park, Enfield, Middlesex EN1 2RG

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Inspection dates: 21 and 22 January 2025

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Previous inspection grade Good 21 and 22 January 2025

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What is it like to attend this school?

Pupils delight in being part of the Raglan Junior community. They are safe here and treat fellow pupils with respect and kindness. Pupils behave extremely well at all times. They take every opportunity to bring the school values to life and enrich the lives of others. Pupils celebrate the school’s diversity, for example through ‘language of the month’ activities and visits to different places of worship.

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What is it like to attend this school?

The school has the highest expectations of pupils’ learning. Pupils enjoy working through the ambitious work planned for them. They are fully focused in lessons and waste no learning time. Pupils achieve highly, including in national assessments. They are exceptionally well prepared for the next stage of their education.

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What is it like to attend this school?

Pupils choose to take part in a broad range of extra-curricular activities, including fencing and choir. They enjoy well-chosen visits to enrich their learning, for example to the theatre, Imperial War Museum and Royal Observatory.

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What is it like to attend this school?

Many pupils volunteer for a broad range of leadership positions, including as part of the school council. ‘Eco-councillors’ help pupils to be environmentally friendly. ‘Sports leaders’ support pupils to trial different sports, and ‘sports journalists’ write reports on school competitions. Pupils take these positions seriously and enjoy their role as active citizens both within and beyond the school.

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

The curriculum is highly ambitious and often exceeds what is expected nationally. Staff have a shared understanding of the key knowledge that pupils need to learn and remember. This is sequenced effectively to allow pupils to embed their understanding before tackling more challenging ideas. In geography, for example, Year 3 pupils are introduced to rivers. Over time, pupils explore a rich range of river case studies to build a complex understanding of how humans use and affect rivers. Similarly, in physical education (PE), pupils deepen their knowledge of ball control and tackling across different team sports.

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

Teachers engage with a range of subject-specific training and meet regularly with each other to share and build expertise. As a result, teachers have expert subject knowledge. They present information clearly, check pupils’ understanding and routinely address any misconceptions that arise. A range of subject specialists further enhance the work of class teachers.

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

Reading is the beating heart of the school. The school regularly checks where pupils need extra help with their reading. It ensures any necessary support is quickly put in place. Staff are well trained to deliver the agreed reading programmes. As a result of this work, pupils are very well supported to read with increasing accuracy and fluency. Weekly assemblies celebrate these achievements. Leaders select ambitious texts to broaden pupils’ literary horizons. This helps pupils to build up their vocabulary and understanding 21 and 22 January 2025

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of how writing can be structured. Pupils routinely read for pleasure and enjoy regular story time.

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Pupils with special educational needs and/or disabilities (SEND) are exceptionally well supported. Regular training helps staff to understand pupils’ different needs and to put appropriately personalised support in place. The school ensures that pupils with SEND are included in all aspects of school life and are well prepared for their transition to future education.

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Staff have very high expectations of pupils’ behaviour. Clear systems are in place to enable pupils to meet these. As a result, pupils behave in an exemplary manner at all times. Attendance is a real strength. This is because the school works with pupils and their families to build a shared understanding of the importance of regular attendance.

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The school has given careful thought to the personal, social, health and economic education curriculum. The sequencing of this helps pupils to learn and embed important ideas. For example, pupils learn key topics such as healthy relationships and how to stay safe when online. The rich personal development offer encourages pupils to stay physically and mentally healthy. For example, many pupils take part in the daily ‘Raglan run’, and all pupils are encouraged to represent the school in a sport.

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Staff are rightly proud to work here. They feel well supported with their workload and well-being. Governors are highly knowledgeable about the school’s work. This allows them to provide highly effective challenge and support.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

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.

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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, 21 and 22 January 2025

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looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 21 and 22 January 2025

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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 26 and 27 November 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is federated with The Raglan Infant 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 does not use alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 21 and 22 January 2025

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  During the inspection, inspectors held meetings with the headteacher and other senior leaders. The inspectors met with members of the governing body and a representative from the local authority.  Inspectors carried out deep dives in these subjects: reading, mathematics, music, PE and geography. They met with subject leaders to discuss the curriculum, visited lessons, spoke with teachers, spoke with pupils and looked at samples of their work.  The curriculum in other subjects was considered as part of the inspection.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors gathered the views of pupils, parents and carers and staff through both discussions and responses to Ofsted’s online surveys.

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Inspection team

Hannah Glossop, lead inspector His Majesty’s Inspector

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Inspection team

Maureen Okoye Ofsted Inspector 21 and 22 January 2025

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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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