Hyland House School

Inspection of Hyland House School Holcombe Road, Tottenham, London N17 9AB

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Inspection dates: 21 and 23 January 2025

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Outstanding Overall effectiveness at previous inspection Requires improvement

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils enjoy school a great deal. They are keen to learn new things and set about their work with zeal. Pupils’ positive attitudes hold them in good stead and they achieve well in their studies. Pupils value the way that the school helps them to be good citizens. They are respectful and tolerant of others, and make friends easily.

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What is it like to attend this school?

The curriculum is suitably broad, but some subjects are not as well designed as others. The emphasis on reading, writing and mathematics helps pupils to access other subjects such as science, humanities and relationships education. Pupils achieve well and work is underway to improve the curriculum further.

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What is it like to attend this school?

Children in the early years get off to a flying start. They develop strong language, number and physical skills, and learn how to manage their emotions appropriately. As a result, children are very well prepared for moving into Year 1.

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What is it like to attend this school?

Pupils’ behaviour is particularly strong. They respond very positively to the school’s high expectations, and to its calm and respectful culture. Lessons are rarely disrupted, helping to ensure that the most is made of lesson time for learning. Bullying is uncommon. If it does happen, pupils are confident that the school nips any problems in the bud.

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better?

The school has made some important improvements since the last inspection. The relationships and sex education (RSE) programme has been thoroughly revamped. Parent and carers have been consulted about what is taught and when it is taught. The RSE curriculum is suitably organised. Where appropriate, external providers are used to work with pupils on the more sensitive issues, such as puberty. Leaders ensure that the school meets all the independent school standards over time. The proprietor’s strong oversight of the school is supported through a diligent governing body. It provides the school with both support and an appropriate measure of challenge.

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better?

The strong focus on early reading and mathematics has a positive impact on pupils’ achievements. Phonics is taught right from the start. Teaching is based on a thorough understanding of how children learn to read. Staff are well trained in how to teach phonics. They check pupils’ developing fluency carefully. Where necessary, targeted support is provided to help pupils to catch up. This ensures that gaps in learning are identified early and dealt with quickly.

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better?

The early years provides a highly ambitious and coherent curriculum. It builds up children’s knowledge and skills across all areas of learning in a highly effective manner. Children’s social and emotional development is given a clear emphasis, with children supported to express their feelings, join in eagerly and concentrate. Staff know children very well and are able to meet their needs effectively. The statutory requirements of the early years framework are met in full. 21 to 23 January 2025 Pupils learn to read with increasing fluency and understanding as they move up the school. The focus on developing pupils’ writing ensures that they learn how to write for different audiences and purposes. Improvements to the mathematics curriculum have helped to make sure that work is carefully sequenced and builds pupils’ learning logically. This gives pupils a firm grounding in the essential concepts before

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better?

moving on to more difficult work. Pupils, including disadvantaged pupils, achieve well in reading, writing and mathematics.

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better?

For the most part, the curriculum is suitably ambitious. However, in Years 1 to 6, in some subjects the curriculum is not as carefully sequenced to help build knowledge as it is in reading, writing and mathematics. This means that although pupils learn some key knowledge, they are not supported to connect or apply this to future learning. The school recognises what needs further development and is tackling this, but work is at an early stage. Thus, the impact of the school’s work is not, at present, evident in what pupils know and remember.

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better?

The school develops pupils’ personal and emotional learning well. Pupils are taught how to keep themselves safe, both on and offline. They learn about keeping healthy and what it means to be a British citizen, including the fundamental British values. Assemblies add to this provision well, covering themes such as the importance of treating everyone with respect and tolerance. A range of visits and visiting speakers enhance pupils’ experiences. All of this is underpinned by the school’s positive ethos that promotes care for others and an understanding of difference. As a result, pupils are well prepared for the future.

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better?

Pupils’ behaviour is especially positive. Staff promote the school’s high expectations, including the well-established classroom routines, consistently and effectively. This starts in the pre-nursery, where two- and three-year-olds learn how to share and follow instructions in an environment where language is used consistently. As a result, pupils know how to behave well and what is, and is not, acceptable behaviour.

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better?

The school, including the governing body, is mindful of teachers’ workload and well- being. The way staff work together contributes much to their well-being.

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better?

The proprietor ensures that the school complies with its statutory requirements, including those under section 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective. 21 to 23 January 2025

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(Information for the school and proprietor)

 In Years 1 to 6, the curriculum for some foundation subjects is not sequenced carefully enough. As a result, there are instances when pupils do not consistently build and connect their knowledge and understanding over time. The school should restructure its curriculum so that it can meet its ambitious aims for pupils’ learning across subjects.

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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. 21 to 23 January 2025

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School details

Unique reference number 103111 DfE registration number 309/6005

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School details

Inspection number 10360884 Type of school Other Independent School

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School details

Proprietor South England Conference of Seventh-day Adventists Chair Kirk Thomas

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School details

Annual fees (day pupils) £6,711 to £8,054

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School details

Email address info@hylandhouseschool.org

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School details

Date of previous inspection 13 to 15 June 2023 21 to 23 January 2025

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Information about this school

 Hyland House School has a Christian Seventh-Day Adventist ethos.  The early years provision includes classes for two-year-olds, and for children in Nursery and Reception.  The school’s last inspection was a progress monitoring inspection in April 2024. Its previous standard inspection was in June 2023.  The school does not currently use any alternative provision.

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Information about this inspection

Inspectors 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.

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Information about this inspection

The school meets the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2024.  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 leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics, and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers and, where possible, spoke to pupils about their learning and looked at samples of their work.  Inspectors also looked at curriculum plans and spoke to leaders about some other subjects. They visited the early years classrooms.  Meetings were held with the headteacher, senior leaders, staff and pupils.

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Information about this inspection

 The lead inspector also met with representatives of the proprietor, the chair of the governors and other governors.  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 checked the school’s compliance with the independent school standards.  Inspectors considered responses to Ofsted’s Parent View survey, including their written comments. They also considered the responses to Ofsted’s pupil survey and staff survey. 21 to 23 January 2025

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Inspection team

Brian Oppenheim, lead inspector His Majesty’s Inspector

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Inspection team

Nick Hitchen Ofsted Inspector 21 to 23 January 2025 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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