Hazelwood Junior School

Inspection of Hazelwood Junior School Hazelwood Lane, London N13 5HE

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Inspection dates: 12 and 13 November 2024

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Previous inspection grade Good 12 and 13 November 2024

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What is it like to attend this school?

Pupils at this school experience an education that immerses them in a rich set of values. Pupils regularly and proudly celebrate how they embody traits, such as kindness, resilience and ambition. The school’s work to develop pupils’ character is purposeful and of particularly high quality.

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What is it like to attend this school?

The curriculum is highly ambitious for all pupils. This includes pupils with special educational needs and/or disabilities (SEND). Pupils enjoy learning the curriculum. Overall, they achieve well across subjects. Adults support pupils well in lessons. Relationships between pupils and staff are positive and caring. The school is a highly respectful place to be.

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What is it like to attend this school?

Behaviour, both inside and outside of lessons, is very positive. Pupils show a consistent keenness and determination to learn. The school works successfully with parents and carers, pupils and teachers to support the high attendance of pupils. Pupils are kept safe at the school. The school also ensures that they learn how to keep themselves safe.

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What is it like to attend this school?

Leaders have prioritised the personal development of pupils. The school ensures that pupils take part in a wide range of clubs that are closely matched to their interests. Pupils embrace their various leadership roles, such as school councillors, house captains and lunchtime monitors.

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

The curriculum is ambitious for all pupils. Overall, the school ensures that pupils learn this curriculum well, especially in English and mathematics. Pupils’ learning is checked carefully and teaching supports them to develop and apply their knowledge effectively. Outside of the English and mathematics curriculum, the school’s work to check and make sure that pupils understand what they have been taught is not as securely embedded. Occasionally, the curriculum does not effectively support pupils to commit learning to their long-term memories. This means that there are times when pupils are not able to build on secure prior knowledge and make progress through the curriculum.

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

Reading is prioritised across all subjects. Pupils’ accuracy, fluency and confidence in reading are developed very well. Leaders ensure that the teaching of the reading curriculum meets the school’s high expectations. For instance, teaching regularly helps pupils to understand and practise what they are being taught. Staff carefully check pupils’ learning to identify any gaps in knowledge. Staff address any difficulties quickly to ensure that pupils are confident and ready to move on to new learning. Pupils enjoy reading.

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

The school has worked carefully to support the learning of all pupils. Pupils who need additional help to learn the curriculum are identified and supported well. For example, in classrooms, adjustments to tasks, resources and teaching all help pupils with SEND to understand and master the same curriculum as their peers. 12 and 13 November 2024

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Both pupils and staff have a strong understanding of the school’s high expectation of behaviour. This contributes significantly to the school being a positive learning environment, where everyone supports each other. Pupils work well with their peers and their teachers. Pupils are kind to one another. For example, they support those newest to the school to fully join in lessons, enrichment activities and playtimes.

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The school’s work to promote pupils’ personal development and welfare is exceptionally high quality. This work, including the ambitious wider curriculum offer, purposefully enriches and extends pupils’ experiences. The school makes sure that these opportunities are open and accessible to all. Pupils relish taking part in the experiences provided, from clubs for debating, chess and sports, to the string ensemble and newspaper club. In addition, careful thought has been given to offering experiences that will support pupils to blossom into respectful and caring citizens. Roles such as play and reading leaders and ambassadors for Spanish and science help pupils to develop and practise leadership skills. In taking on these additional responsibilities, the school builds pupils’ awareness of how they can positively help each other and the whole community.

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Leaders develop staff professionally and support their well-being. The governing body provides strong support and guidance to the school. As a team, the leaders and the governing body check closely on the ongoing success of the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 For some subjects, the curriculum is not as effective as it could be in supporting pupils to remember their previous learning over time. Sometimes, this makes it harder for pupils to build upon their prior knowledge and link what they have been taught before with new ideas that they learn in a subject. The school should ensure that the curriculum enables pupils to secure their recall and understanding of what has been taught, so that pupils remember more of the curriculum over time.

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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. 12 and 13 November 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). 12 and 13 November 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 26 and 27 September 2023, under section 8 of the Education Act 2005

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Information about this school

 The school is part of a hard federation with Hazelwood Infant School, which is on the same site. Both schools have the same leadership team and a shared governing body.  The school offers a breakfast and after-school club.  The school uses no 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. 12 and 13 November 2024

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors spoke to the headteacher, the deputy headteachers, members of the leadership team, subject leaders, the inclusion manager, the special educational needs coordinator and the leader responsible for safeguarding.  Inspectors carried out deep dives in these subjects: early reading, geography, mathematics and music. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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central record; took account of the views of 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 considered the views of parents shared through the Ofsted online survey, Ofsted Parent View. They gathered the views of pupils and staff through Ofsted’s online pupil and staff surveys, as well as through discussions conducted throughout the inspection.  The lead inspector also met with a representative of the local authority and a representative from Haringey Education Partnership.

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Inspection team

Luke Stubbles, lead inspector His Majesty’s Inspector

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Inspection team

Sarah Lack Ofsted Inspector 12 and 13 November 2024

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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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