Eastfield Primary School

Eastfield Primary School

Address: Eastfield Road, Enfield, EN3 5UX Unique reference number (URN): 145968

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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

From the early years, teachers ensure that every interaction and teaching activity secures pupils’ foundational skills in reading, writing and mathematics. Teachers maximise opportunities for pupils, including those pupils with special educational needs and/or disabilities (SEND) and those pupils who may have other barriers to learning, to practice and apply subject-specific vocabulary. As a result, older pupils explain what it is to be a historian and the importance of primary and secondary sources with clarity and accuracy.

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Achievement Strong standard

Teachers consistently intervene effectively if pupils make errors, so they do not persist. Pupils, including those in the specially resourced provision for pupils with SEND, make excellent progress from their starting points.

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Achievement Strong standard

Teachers identify pupils’ next steps with accuracy. They use this information with precision to shape future learning. Across the curriculum, pupils produce detailed written and spoken work that shows secure understanding. In national tests and assessments at the end of Year 6, disadvantaged pupils achieve high results. Pupils are very well prepared for the next stage of their education.

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Attendance and behaviour Strong standard

Leaders prioritise attendance across the school. They quickly identify pupils whose attendance needs to improve. Leaders offer parents just the right balance of challenge and support so that pupils attend regularly. Pupils with special educational needs and/or disabilities and those pupils with other barriers attend regularly. Leaders make tailored adaptations to the start of the school day to support pupils who may find this time challenging. These careful approaches support pupils to start the day calmly so that they are ready to learn.

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Attendance and behaviour Strong standard

Behaviour across the school is excellent, creating a harmonious ethos. Routines are well embedded. For example, in the specially resourced provision, pupils move smoothly between activities, which helps them manage their own behaviour. Pupils have positive attitudes to their learning. This is because, from the start, staff teach children to work together and persevere with hard tasks.

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Attendance and behaviour Strong standard

Relationships between staff and pupils are respectful and kind. Teaching staff know pupils well, which means they anticipate potential barriers to pupils’ behaviour and implement effective approaches to significantly reduce them. Bullying is rare here. If it does occur, leaders take swift and effective action so that incidents do not escalate.

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Curriculum and teaching Strong standard

There is an expertly sequenced curriculum from the early years to Year 6. Teachers know their subjects well and explain new concepts clearly and precisely. They make sure that pupils have regular opportunities to connect new learning to what they already know. This builds high levels of competence and confidence. The school prioritises communication and language. For instance, in the specially resourced provision for pupils with special educational needs and/or disabilities (SEND), teachers introduce new language gradually. This ensures pupils use specific language with increasing understanding in a range of contexts. Similarly, pupils in Year 2 develop their understanding of a half by finding half of a set of objects, using subject-specific vocabulary such as ‘equal’, ‘groups’ and ‘sharing’. Teachers carefully adapt teaching approaches so that pupils with SEND and those facing other barriers can access learning.

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Curriculum and teaching Strong standard

Leaders and teachers are determined to ensure that pupils secure the foundations in mathematics, English and reading. For example, teachers prioritise the teaching of handwriting across the curriculum so that pupils write in a joined, legible script. Pupils who need help to form letters accurately receive targeted support that is precisely matched to their stage of development. The teaching of early reading is highly effective. Pupils quickly develop confidence and read with increasing fluency.

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Early years Strong standard

Leaders have designed a progressive curriculum across the early years. Children develop detailed knowledge and skills. These are reflected in their understanding across all seven areas of learning. Teaching staff take every chance to model and extend children's language. Learning activities are aligned to the skills leaders want children to practise and apply. For example, children in the Reception Year carefully create shells out of clay, which they confidently explain using language such as ‘pattern,’ ‘beach’ and ‘crab’. Likewise, children in the Nursery independently use words such as ‘full’, ‘empty’ and ‘half full’ with accuracy and when filling containers with water.

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Early years Strong standard

Staff teach well and keep refining their practice, so children progress well from their starting points. Staff prioritise foundational skills and teach early reading with precision. As a result, children know the sounds that letters make, enabling them to write increasingly accurate, simple sentences with success.

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Early years Strong standard

Relationships between teaching staff and children are nurturing. Staff are highly responsive to children's needs. If any children feel worried or sad, teaching staff listen attentively and take effective action to meet their needs. Children are incredibly happy and excited to learn. Children across the early years, including children with special educational needs and/or disabilities or who may have other barriers to learning, are well prepared for Year 1.

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Inclusion Strong standard

This is an inclusive school. Staff are extremely ambitious for all pupils, whatever their starting points. Leaders have effective processes in place to identify pupils with special educational needs and/or disabilities (SEND) and those facing other barriers. As a result, pupils quickly receive targeted support to reduce any barriers they may face.

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Inclusion Strong standard

Leaders and staff have an in-depth understanding of the community they serve and the needs of pupils. Staff receive highly impactful training. Therefore, teaching approaches are precisely matched to pupils’ needs. For example, in the specially resourced provision for pupils with SEND, teaching staff deliver highly effective activities to develop pupils’ attention, engagement and communication skills. Leaders rigorously monitor these teaching approaches so that pupils make excellent progress from their starting points.

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Inclusion Strong standard

Leaders and staff have established trusting, collaborative partnerships with parents and carers. These partnerships enable staff and parents to work together effectively to address and reduce the barriers that some pupils may face.

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Inclusion Strong standard

Pupil premium funding is used highly effectively to reduce any barriers disadvantaged pupils may face. If leaders identify any areas for improvement, they take swift and effective action to address them. Pupils with SEND and those who face other barriers to their learning or wellbeing belong, flourish and thrive here.

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Leadership and governance Strong standard

Leaders have an accurate understanding of the school's strengths and areas for improvement. They have an unwavering determination to ensure that all pupils, including those pupils with special educational needs and/or disabilities SEND and those pupils with other barriers to learning, acquire secure foundational skills. As a result, leaders have in place research-informed teaching approaches which are consistently and effectively applied across the school.

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Leadership and governance Strong standard

Trustees have a clear and thorough oversight of all aspects of the school's work. For example, they monitor the effectiveness of the curriculum in the specially resourced provision for pupils with special educational needs and/or disabilities to ensure it meets the needs of all pupils. Trustees and school leaders continue to look for ways to improve. For example, they seek out external expertise to refine the school's work and to provide well- focused staff training. Therefore, teachers across the school have the knowledge and skills to teach effectively.

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Leadership and governance Strong standard

Trustees and the local governing body have robust processes in place to ensure that they fulfil their statutory safeguarding responsibilities. They check that leaders have taken appropriate action so that families and pupils get the help and support they need if safeguarding concerns are raised.

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Leadership and governance Strong standard

Staff are proud to work here. They know that leaders will take the time to listen to any concerns they may have and will take appropriate action to manage their workload and support their wellbeing.

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Leadership and governance Strong standard

Trustees and school leaders have established highly effective partnerships with parents and carers. Leaders continually refine their approaches to engage parents so that they feel included and valued. Parents know that the decisions leaders make are firmly rooted in the best interests of all pupils.

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Personal development and wellbeing Strong standard

Pupils’ personal development is at the heart of the school's work. The personal, social and health education programme and relationships curriculum are well sequenced, enabling pupils to learn important concepts at the right time. The school’s focus on language development enables the youngest children to describe how they feel. For example, if they have a minor disagreement with their friends, they independently explain how they are feeling and how their friends could make them feel better. Pupils in the specially resourced provision are taught the language they need to self-regulate and to sustain positive relationships.

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Personal development and wellbeing Strong standard

Across the school, pupils celebrate different cultures and faiths. They articulately explain the importance of treating everyone equally and fairly, referring to the protected characteristics. Pupils explain the importance of being able to communicate with people who may have a hearing impairment so that everyone feels included. They are proud to learn sign language, which staff weave into mathematics lessons so that everyone is included. Pupils learn about democracy. This starts in the early years, where children develop an understanding of fairness by voting for their favourite story.

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Personal development and wellbeing Strong standard

Educational visits and workshops enrich the curriculum and contribute to raising aspiration. For instance, pupils visit colleges to learn about routes into a range of careers. Likewise, pupils in the specially resourced provision for pupils with special educational needs and/or disabilities visit a café to develop important social skills and to apply their communication systems in a range of contexts. These experiences and opportunities prepare pupils for life in modern Britain.

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Personal development and wellbeing Strong standard

Pupils are taught about important British institutions. Older pupils have a detailed knowledge of how taxes are used to support institutions such as the police force and the health service. Pupils know how to keep safe within and beyond the school. They know the importance of not trusting all they hear, see and read online. Staff teach pupils about consent in a way that suits their age.

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

Pupils are proud of their kind, nurturing school. The school weaves the values of kindness, honesty and inclusivity through all aspects of school life, creating a sense of belonging. Pupils value learning because teachers encourage them to aim high.

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

Relationships between staff and pupils are incredibly respectful. Pupils know that if they have a worry, however small, they can talk to an adult who will listen and help them quickly. Pupils feel happy and are safe here. Pupils attend school regularly because they do not want to miss a moment of their learning. Those pupils who are disadvantaged have extremely high attendance.

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

Pupils’ behaviour across the school is excellent. Classrooms are calm, purposeful environments for learning. Pupils, including children in the early years, are keen and attentive in their learning. Teachers and leaders have high expectations for all pupils. As a result, no learning time is lost. Bullying is very rare, and pupils trust adults to sort out any unkindness quickly.

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

Pupils, including those with special educational needs and/or disabilities (SEND) and those facing other barriers, benefit because staff understand their needs well. Pupils make excellent progress from their starting points and achieve well because teaching approaches effectively remove barriers to their learning or wellbeing. Pupils are very well prepared for the next stages of their learning, including pupils in the specially resourced provision for pupils with SEND.

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

Pupils are fully prepared for life in modern Britain. They learn about a range of faiths and cultures, including those different from their own, and understand their role in celebrating difference and including others. They are immensely proud to be able to use sign language to communicate with people who have a hearing impairment so that everyone feels included.

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Next steps

Leaders and trustees should sustain and build on their effective work, so that it has a lasting and far-reaching impact on all pupils.

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About this inspection

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

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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 HMI.

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About this inspection

Inspectors spoke with school leaders, trust leaders, the chair of the board of trustees, the chair of the local governing body, parents and carers and staff and pupils during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The executive headteacher of the school is Ben Statham.

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About this inspection

The school includes a specially resourced provision for pupils with Autistic Spectrum Disorder and other additional complex needs.

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About this inspection

The school currently uses no alternative provision.

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Lead inspector:

Deborah Walters, His Majesty's Inspector

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Team inspectors:

James Waite, Ofsted Inspector Ruth Harding, Ofsted Inspector Hayley McClenaghan, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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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 6 years.

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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 needs support 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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What does this mean?

The type of Special Educational Needs provision provided at the school (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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average

2023/24 (final) 66% 61% Close to average

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average

2022/23 (final) 54% 60% Close to average

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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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average

2023/24 (final) 79% 74% Close to average

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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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average

2024/25 (final) 75% 72% Close to average

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average

2023/24 (final) 77% 72% Close to average

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average

2022/23 (final) 71% 71% Close to average

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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

2024/25 (final) 79% 74% Close to average

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average

2023/24 (final) 74% 73% Close to average

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average

2022/23 (final) 71% 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

2022/23 (final) 50% 44% 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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average

2022/23 (final) 57% 60% Close to average

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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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average

2022/23 (final) 61% 58% Close to average

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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

2022/23 (final) 68% 59% Close to average

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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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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 (3 term) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 5.5% 5.5% 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

2024/25 (3 term) 12.6% 13.0% Close to average

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national average

2023/24 (3 term) 15.7% 14.6% 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

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