Lavender Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Lavender Primary School Lavender Road, Enfield EN2 0SX

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Outcome

Lavender Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Jodie Corbett. The school is part of Ivy Learning Trust, which means other people in the trust also have responsibility for the school. The trust is run by the chief executive officer (CEO), Matthew Kleiner-Mann, and overseen by a board of trustees, chaired by Deborah Thompson.

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What is it like to attend this school?

This is a friendly and highly inclusive school where everyone is valued and diversity is celebrated. Staff and pupils appreciate the dedicated pastoral care the school provides. There is a calm and nurturing atmosphere in lessons, where pupils behave well and can focus on their learning without disruption.

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What is it like to attend this school?

Pupils are expected to show the school core values, especially ‘respect, responsibility and care’ to each other. Pupils enjoy coming to school, feel safe and feel that their voice is listened to. They all know a wide range of adults who they can talk to if they have any concerns.

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What is it like to attend this school?

The trust and the school share high ambitions and expectations for all pupils to succeed. Pupils develop a broad body of knowledge across a range of subjects. They achieve well from their starting points and are well prepared for secondary school.

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What is it like to attend this school?

Pupils value the opportunities that they get to broaden their experiences. For example, they go on regular trips linked to their learning, such as visits to museums, theatres, a range of different sports festivals and residentials. Pupils are proud of the contribution they make to the school community and to the wider world. For example, pupils take on roles serving on the school council or the ‘eco committee’, become sports leaders and reading buddies. 20 and 21 May 2025

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

The school has designed an ambitious curriculum to engage and inspire pupils. In most subjects, the school has identified the important skills and knowledge that pupils should learn. Staff’s subject knowledge is secure because of the wide range of training opportunities provided. Children get off to a rapid start in the early years, including in the provision for two-year-olds. Adults sensitively guide children through their learning and play. Staff model language and early counting in mathematics with skill. Children are well prepared for life in Year 1.

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

The school makes checks on how well pupils are learning the curriculum. However, in places, staff’s use of these checks does not identify gaps in pupils’ knowledge as well as it should. As a result, pupils’ misconceptions or lack of understanding are sometimes not considered enough when making decisions about what they should learn next.

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

Reading is a key priority for the school. Younger children are well supported to begin formal phonics lessons in Reception class. The school is quick to identify pupils at risk of falling behind. These pupils receive extra phonics and reading sessions with adults, which helps them catch up. Books that pupils read are well matched to the sounds they are learning.

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

Many pupils are well supported in their writing development. Sometimes, the strategies to help pupils write with accuracy and fluency are not used consistently. As a result, some pupils do not develop their early letter formation and writing skills as quickly as they could.

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

Staff have the knowledge and expertise to identify the needs of pupils with special educational needs and/or disabilities (SEND) quickly and accurately. The school ensures that the curriculum delivery, learning environment and resources are adapted effectively to meet the needs of these pupils. This includes those who attend the ‘Bumblebee’ specially resourced provision. Pupils with SEND access the same ambitious curriculum as their peers.

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

Pupils play happily together at playtime and enjoy the range of activities on offer. Different zones in the playground enable pupils to spend quiet time with their friends; while other pupils play football, tennis and basketball. Pupils move sensibly around school, on the stairs and in the hall at lunchtime. They love coming to school every day and attendance is high. The school successfully identifies and addresses any barriers to attendance that pupils or their families face.

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

The programme for personal development is a strength of the school. Pupils understand and speak with confidence about important topics such as how to be safe when online and healthy eating. They gain a deep understanding and enjoy learning about fundamental British values, the backgrounds of others and the importance of tolerance. Pupils enjoy a range of after-school clubs and activities, such as gymnastics, coding and dodgeball. 20 and 21 May 2025

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Leaders, including trustees and members of the local governing body have a detailed understanding of the local community. They ensure that parents and carers enjoy many opportunities to come into school to share in the achievements of their children. The trust plays an important part in providing the school with well-targeted opportunities for staff development. Staff are positive about working at the school. They feel that their workload is managed well.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, the school’s support to develop pupils’ early writing skills is not as effective as it could be. This means that some pupils do not get the guidance they need to develop secure transcription skills. The school should ensure that strategies to support pupils’ foundational skills in writing and letter formation are consistently applied so that pupils swiftly become confident and fluent writers.  On occasions, the checks on what pupils have learned do not identify errors or misconceptions effectively. This means that some pupils do not get the support they need to address gaps in their knowledge. The school should ensure that staff check on pupils’ understanding systematically so that pupils are fully ready for new learning.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately. 20 and 21 May 2025

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This is the second ungraded inspection since we judged the predecessor school, Lavender Primary School, to be good for overall effectiveness in January 2012.

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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. 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). 20 and 21 May 2025

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School details

Dates of previous inspection 14 and 15 January 2020, under section 8 of the Education Act 2005

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Information about this school

 Lavender Primary School is part of the Ivy Learning Trust.  The school runs a breakfast club and after-school club on the school premises.  The school has a dedicated SEND unit for 10 pupils with autism spectrum disorder.  The school does not currently use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector held meetings with the headteacher, senior and curriculum leaders, and groups of staff and pupils. 20 and 21 May 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector spoke with the chair of the local governing body, the chair of trustees, the CEO of the trust and the trust’s director of education.  The inspector took account of the responses to Ofsted Parent View, including the free- text responses, and the responses to Ofsted’s staff survey.  To evaluate the effectiveness of safeguarding, the inspector: 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.  The inspector reviewed school documents, including those relating to governance, behaviour and attendance. The inspector scrutinised leaders’ plans for improvement and their assessment of the school’s effectiveness.

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 The inspector spoke informally to pupils at breaktimes, in the dining hall and on the playground.

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Inspection team

Sean Flood, lead inspector Ofsted Inspector 20 and 21 May 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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