Hazelwood Infant School

Inspection of Hazelwood Infant 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 Early years provision Good Previous inspection grade Good 12 and 13 November 2024

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What is it like to attend this school?

The school is a nurturing and inclusive place where pupils feel safe, happy, and valued. The school has a culture of high expectations, and pupils achieve well across all areas. Strong, supportive working relationships between staff and pupils help pupils to feel settled and respected. Each child knows that the adults are available to address any concerns or worries they may have.

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What is it like to attend this school?

The school is calm and purposeful from the early years through to Year 2. Pupils understand how to manage their emotions. Pupils display positive behaviour both in and out of the classroom. Staff model the school’s values and respectful interactions. The school encourages kindness and support. Pupils care for one another and this helps to build a strong community spirit.

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What is it like to attend this school?

Pupils engage in a wide range of enriching experiences. These spark pupils’ enthusiasm and curiosity about the world around them. The school actively encourages pupils to take part in clubs such as running, performing arts, choir and art. Pupils discuss their understanding of different religions and learn from one another about their cultures and traditions.

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

The school has a well-sequenced and ambitious curriculum that meets the needs of its pupils. Leaders have carefully mapped out what they want pupils to learn, ensuring that pupils’ knowledge builds progressively from early years through to Year 2, ready for when they move up to junior school. In the early years, the curriculum encourages children’s academic and social skills strongly. Staff extend children’s language and communication skills effectively. For example, during story times children learn stories and rhymes by heart. Children show enthusiasm and curiosity in their interactions.

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

The school’s thoughtful curriculum supports all pupils to learn well, including those with special educational needs and/or disabilities (SEND) whose needs are readily identified and met. Staff adapt their teaching to meet individual pupil’s needs. Leaders check the quality of teaching and provide staff with effective training and support.

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

Teachers present information clearly to pupils. They provide opportunities for pupils to apply their knowledge in different contexts. For example, in mathematics, pupils use a range of practical resources to help them solve different problems. As they move up through the years, pupils build their understanding of different calculation strategies.

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

While the school has a well-established system for checking pupils’ learning overall, there are times when the school does not ensure that pupils have remembered what they have previously been taught. This means that, pupils are not routinely supported to remember learning in the longer term and at times, pupils find it harder to connect new learning with what they already know . 12 and 13 November 2024

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Pupils display very positive attitudes to learning and high levels of respect for staff and their peers during lessons. Learning is rarely disrupted. Pupils respond promptly to instructions and show resilience when they are set tasks that are challenging. The school’s structured routines and high expectations ensure that the school is calm and orderly.

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The teaching of reading is a particular strength of the school. Phonics sessions are well delivered and develop pupils’ reading skills effectively. This helps pupils to become successful, confident and fluent readers. Pupils learn to read with books that align closely to their phonics knowledge. Pupils at risk of falling behind are identified quickly and receive additional support to catch up with their peers. Pupils develop strong reading skills and their interest in books and reading flourishes.

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The school works in close partnership with parents and carers to support pupils’ learning and development. Parents value the school’s communication, including newsletters. The school runs workshops, which help parents to support their children’s learning at home. These also promote the importance of regular attendance at school. Leaders also provide targeted support for families, such as guidance on phonics, mathematics or English as an additional language.

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Encouraging pupils’ personal development is at the heart of the school’s wider curriculum. Through outdoor-learning sessions and special events including multicultural weeks and anti-bullying days, pupils develop their independence and a respect for differences. Activities in the local community help build pupils’ sense of responsibility and belonging. The school encourages pupils to look after their mental health and wellbeing, for example through discussions in assemblies.

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The school considers staff workload and well-being carefully. Staff feel supported by leaders who care about their well-being. Leaders, the governing body and staff are focused on continually improving the school. The governing body provides valuable support.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 At times, the school does not make sure that pupils are supported to remember what they have been taught previously. This sometimes makes it difficult for pupils to connect new learning with what they already know. The school should ensure that the curriculum provides regular opportunities for pupils to revisit and embed what they have learned. 12 and 13 November 2024

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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, 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 Junior 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 does not currently use any 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 judgement 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, mathematics, geography and music. Inspectors also spoke to leaders in other subjects. Inspectors also looked at a range of books from other subjects. They also met with pupils to discuss their learning. 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, listened to pupils read and looked at samples of pupils’ work.

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 To evaluate the effectiveness of safeguarding, inspectors: reviewed the single 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.  Inspectors also took account of the views of staff and parents through surveys, including Ofsted Parent View.  The lead inspector held separate meetings with a representative of the local authority and a representative from Haringey Education Partnership.

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Inspection team

Adam Vincent, lead inspector His Majesty's Inspector

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Inspection team

Amanda Ruthven 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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