Muswell Hill Primary School

Muswell Hill Primary School

Address: Muswell Hill, London, N10 3ST Unique reference number (URN): 131871

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Throughout the school, pupils achieve consistently well, including those who are disadvantaged or face other barriers to learning. Children achieve highly by the end of Reception Year, building secure foundations for their future educational journey.

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Achievement Strong standard

Pupils develop detailed knowledge and skills across the curriculum. They produce high- quality outcomes, both orally and in writing. For example, in history, pupils confidently refer to subject-specific concepts such as historical enquiry and evidence, explaining the difference between primary and secondary sources. Pupils also use their writing skills well to demonstrate their learning and thinking. For example, in Year 5, pupils proudly produce detailed pieces of scientific writing on human and insect life cycles.

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Achievement Strong standard

In reading, writing and mathematics, pupils’ consistently high attainment in national assessments demonstrates how well they build and use knowledge over time. Pupils with special educational needs and/or disabilities are also highly successful and make excellent progress from their starting points. Pupils are very well prepared for the next stage in their education.

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Attendance and behaviour Strong standard

Attendance is consistently above national averages for all groups of pupils over time. Leaders know pupils very well. They routinely check on patterns of attendance and are quick to spot and tackle emerging concerns about absence. Where necessary, leaders are tenacious in addressing any barriers to pupils attending school, including, for example, any emotional needs. Leaders do this with compassion and understanding, helping to make sure that pupils receive the support they need to attend school regularly.

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Attendance and behaviour Strong standard

Pupils’ conduct is mature and polite around the school and with visitors. They rarely need reminders from staff but respond quickly when they are given. Positive relationships and an embedded culture of mutual respect mean that the school is a lively but calm learning environment. In classrooms, pupils are enthusiastic about their learning. They make sure that everyone is included and are keen to get awards for behaving well. For example, pupils value ‘golden tickets’, which they receive for upholding the school’s ‘golden values’. Pupils manage their own behaviour well and resolve minor disagreements with others. However, supportive staff are always on hand to support pupils with their behaviour when needed. Working together with leaders, staff deal with any unkind behaviour or bullying quickly and effectively.

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Curriculum and teaching Strong standard

The curriculum is ambitious. Leaders have a sophisticated understanding of the curriculum and the strengths in teaching across subjects. They use this understanding effectively to secure improvements and ensure that, over time, pupils build knowledge in depth. Teaching is sharply focused on making sure that pupils quickly secure the basics in reading, writing and mathematics. From the moment children arrive in Reception Year, they are supported to build their phonics knowledge and enjoy books and stories. The curriculum and teaching also place a clear emphasis on promoting pupils’ communication and language. Pupils benefit from many opportunities to practise using key vocabulary. For example, Year 2 pupils used words they had learned about pollution when preparing to write a letter to the Prime Minister.

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Curriculum and teaching Strong standard

Staff are well trained and have secure subject knowledge. As a result, they make careful choices about how to teach curriculum content, including selecting resources to build pupils’ understanding. For example, in mathematics, teaching decisions help pupils to understand key ideas, such as the difference between circumference, diameter and radius. Teaching ensures that pupils revisit key concepts to help them remember more over time.

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Curriculum and teaching Strong standard

Support for pupils with special educational needs and/or disabilities is highly effective in helping them to learn. For example, many pupils benefit from using personalised resources. These are chosen to anticipate and remove potential challenges pupils may experience in accessing curriculum content.

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Early years Strong standard

Leaders have a clear vision for the early years. This is centred on making sure that the provision gives children the knowledge and experiences they need for future success. Children are well looked after. They benefit from a well-organised curriculum that promotes curiosity and language development and secures important early skills in reading, writing and mathematics. The school works in close partnership with parents and carers to share and celebrate children’s learning and achievements.

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Early years Strong standard

Children settle quickly in Reception Year because leaders and staff know them well. Staff expertly develop children’s language and communication skills. For example, when looking at live snails, staff use vocabulary like ‘smooth’ and ‘slimy’ to extend children’s descriptions of what they observe. Staff also use questions carefully to support children to think more deeply. For example, when decorating paper butterflies for a mobile, staff ask children to consider questions such as why the butterflies they are making spin so well.

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Early years Strong standard

Staff plan resources and activities with care, ensuring that children grow in independence. For example, children regularly seek out resources such as sound mats and number blocks to help them practise important basic skills in reading, writing and mathematics.

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Early years Strong standard

Leaders identify children’s needs at the earliest opportunity. Staff adapt the curriculum skilfully so that children with special educational needs and/or disabilities, and those who are disadvantaged, make positive progress. Children achieve very well from their various starting points and are ready for Year 1.

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Inclusion Strong standard

This is a highly inclusive school, where differences are understood and celebrated. Leaders use their knowledge of pupils to identify individual needs with precision and put effective support in place quickly. Leaders are thorough in their analysis of pupil progress. They use this to guide staff on how best to make well-considered adaptations to the curriculum and teaching, and in turn, reduce pupils' barriers to success.

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Inclusion Strong standard

Leaders’ proactive approach to getting to know every pupil and their family begins in the Reception Year. Parents and carers value the way the school works closely with them. Leaders have also developed strong connections with external agencies to support pupils’ learning and wellbeing. As a result, pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, get what they need to belong and succeed.

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Inclusion Strong standard

Leaders make sure that staff get the right training so they can support pupils well. Staff work effectively with pupils with SEND to support their learning while also developing independence. They adjust strategies skilfully when needed. This means that pupils receive the right amount of support and at the right time for them.

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Inclusion Strong standard

Leaders ensure that additional funding is used effectively so that disadvantaged pupils thrive academically and in wider school life. Leaders also make sure that disadvantaged pupils are well supported during times that may present additional challenges, such as preparing to move to secondary school.

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Leadership and governance Strong standard

Leaders have a detailed and insightful understanding of the school’s context, strengths and areas for development. They have high ambitions for every pupil and know pupils well. Leaders are determined to address and remove barriers to learning for all. Their focused and strategic approach makes a tangible difference to pupils’ achievement and wellbeing. For example, through leaders’ careful adaptations to the curriculum and teaching, pupils are consistently supported to learn and remember more.

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Leadership and governance Strong standard

Leaders provide clear direction for staff and foster a positive professional culture. Staff praise the support they receive from leaders and value leaders’ collaborative approach. Staff know that leaders have a close eye on their workload and wellbeing. Leaders ensure that staff benefit from inclusive and purposeful professional learning. Training helps staff to focus on what makes the biggest difference to pupils' achievement and wellbeing.

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Leadership and governance Strong standard

Governors fulfil their legal duties with rigour. They use their broad expertise and experience to strike a balance between scrutiny and support. They have a robust oversight of the school’s priorities and visit the school regularly. They make sure that the decisions they make are closely aligned to the needs of pupils and the school community.

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Leadership and governance Strong standard

To enhance opportunities for all, leaders make meaningful connections with the wider community and other schools. As a result, pupils are consistently well supported to explore and build their knowledge of the wider world.

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Personal development and wellbeing Strong standard

The impact of the school's personal development offer is evident in how pupils are supported to become respectful, thoughtful and generous individuals. Through the curriculum for personal, social and health education, pupils learn the importance of healthy lifestyles. Starting in Reception Year, children learn about positive friendships, the right to say ‘no’ and how to engage happily in shared play. Older pupils learn about healthy relationships and are considerate about the way they behave with others. For example, pupils learn about the changes that happen during puberty in age-appropriate lessons. They have a sophisticated understanding of how to keep themselves safe online and in other situations.

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Personal development and wellbeing Strong standard

Pupils debate ethical issues and have an understanding of different faiths. The personal development programme places a clear emphasis on supporting pupils’ understanding of difference and equality. Pupils use this awareness, together with the school’s values, to deepen their understanding of modern Britain and the wider world. For example, pupils in Year 6 interview significant adults from the school’s community about topics such as individual liberty. They use what they find out to make short documentaries about the areas they have chosen to research. Pupils also develop empathy and social responsibility through the leadership roles on offer. Pupils have multiple opportunities to give their views and help others, ranging, for example, from giving feedback on their school meals to organising a mini marathon and food collections for charity.

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Personal development and wellbeing Strong standard

Leaders and staff know pupils and their families well, and the school provides highly effective pastoral support. Staff use a range of approaches to promote pupils’ wellbeing, including, for example, quiet 'reset' sessions, calm routines and music, and breathing exercises. Parents and carers value this support for pupils’ different emotional needs.

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Personal development and wellbeing Strong standard

Leaders pay close attention to making sure the wealth of extra-curricular activities matches pupils’ interests and develop their talents. They ensure that the broad range of clubs, trips and opportunities is accessible to and benefits all pupils, including those who are disadvantaged.

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What it's like to be a pupil at this school

Pupils value the kindness and fairness that they receive from staff every day. They know that leaders and staff want to give everyone the best opportunities in life. Pupils consistently benefit from staff's expert care, guidance and teaching. This enables pupils to thrive both academically and emotionally. Pupils also treat each other with respect and understanding. Their attendance is high, and they love coming to school. Pupils feel safe and enjoy social times together in the carefully designed outdoor areas. They value how staff help to solve any issues if needed. Pupils are clear that bullying rarely happens and know that, if it did occur, staff would deal with it effectively. Pupils like that they have staff they can talk to if things are worrying them.

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What it's like to be a pupil at this school

Pupils move around the school sensibly. They are friendly and courteous with staff and their peers. Younger children play together happily. They are curious about the world and want to include others. For example, when learning about minibeasts, children in Reception Year excitedly invite one another over, saying, ‘Have a look! The snails are real!' Leaders encourage pupils to express themselves, and pupils have many opportunities to do so. Projects such as in film-making and photography support pupils to build their skills of reflection, critical thinking and creativity. Pupils are also supported to understand and talk with maturity about contemporary issues in society.

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Team inspectors:

Susan Maguire, His Majesty's Inspector David Worrall, Ofsted Inspector Nick Hitchen, His Majesty's Inspector Pupils achieve highly across subjects, producing work that reflects how well they master learning. This is because staff ensure that every pupil has what they need to use knowledge securely, irrespective of any barriers faced. Pupils know that staff will help them with their learning and encourage them to develop their talents. For example, pupils take part in an array of clubs tailored to meet their interests. Every pupil has the opportunity to be a leader and to give something back to the community. Pupils are very well prepared for their next steps in learning and their future lives.

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Next steps

Leaders and governors should continue their insightful and effective oversight of the school's work in order to maintain and enhance highly effective provision and care for all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities.

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About this inspection

The co-chairs of the board of governors in this school are Sara Sheldon and Stuart Webber.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and senior leaders during the inspection. They also met with members of the governing body, as well as a representative from the local authority. Inspectors spoke with several pupils, staff and parents and carers. They also considered the responses to Ofsted's surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school uses no alternative provision.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 80% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 57% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 63% 61% Close to average

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average

2023/24 (final) 57% 59% Close to average

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average

2022/23 (final) S 59% S ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 4.7% 5.2% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2022/23 (3 term) 12.4% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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