Schools & FE · Report card

Freezywater St George's CofE VA Primary School

Inspected 14 Jul 2026 · published 24 Sept 2026 · URN 102031

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Summary

No overall grade in this frameworkSafeguarding met

Tom O'Donnell (lead), Christopher Birtles, Katerina Christodoulou

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
14 Jul 2026
Inspectors verified
Christopher Birtles, Katerina Christodoulou, Tom O'Donnell
Postcode verified
EN3 6NR
Name on report verified
Freezywater St George's CofE VA Primary School
Safeguarding verified
Met
URN verified
102031

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+74Very positivemore positive than 52% of reports of this type

In line with other reports of this type.

Praiseeffectivehigh-qualityenjoyconsistentlysuccessfullythrivehigh expectationsfeel safe

Criticismconcernsnot consistentlyconcernseriouslypersistently absent

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1554w+76
Leadership265w+66
Safeguarding51w−11
What needs to improve55w+33

Strengths

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Concerns

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Pupils know there is always someone to talk to if they have a worry and trust staff to take their concerns seriously. p.5

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,925; about usual (typical 1698)
Reading level: Hard; Flesch 37, typical 43
Average sentence: 16 words
Next steps: 2; typical 3
Hedged sentences: 0%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 34%

Full report text

Freezywater St George's CofE VA Primary School

Address: Hertford Road, Freezywater St. George's Ce Va Primary School, Enfield, EN3 6NR Unique reference number (URN): 102031

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Strong standard

Pupils attend school regularly. Attendance remains consistently above the national average, including for disadvantaged pupils and pupils with special educational needs and/or disabilities. Leaders know pupils and their families well and respond quickly when attendance becomes a concern. Leaders work closely with parents, carers and external agencies to overcome barriers and ensure that staff provide the support pupils need to attend school consistently. As a result, leaders have successfully reduced the number of pupils who are persistently absent over time. This means more pupils benefit from the education and wider opportunities the school provides.

p.2

Attendance and behaviour Strong standard

Pupils behave respectfully and contribute to the calm, purposeful atmosphere throughout the school. Pupils understand the school's expectations and show kindness and consideration towards one another in lessons, around the school and during social times. Pupils feel safe and ready to learn, and they know that staff value them. Bullying is rare, and pupils trust staff to deal with any concerns quickly. Staff provide effective support, where needed, to help pupils manage their behaviour or emotions, and engage in their learning. As a result, pupils learn in a nurturing, respectful environment where positive behaviour enables them to thrive both academically and personally.

p.2

Personal development and wellbeing Strong standard

Leaders have established a carefully designed personal development programme that reflects the needs, interests and aspirations of the school community. Pupils talk with confidence about healthy relationships, staying safe, equality, diversity and responsible citizenship. Leaders thoughtfully adapt the personal development programme to help pupils understand issues that are relevant to their local community. For example, pupils learn about online and personal safety. Pupils speak knowledgeably about fairness, discrimination and respect for others. Pupils value difference and demonstrate a mature understanding of different faiths, cultures and backgrounds.

p.2

Personal development and wellbeing Strong standard

Leaders ensure that all pupils take part in the school's wider offer. They closely track participation in extra-curricular activities. As a result, disadvantaged pupils, pupils with special educational needs and/or disabilities, and pupils who experience barriers to their learning and/or wellbeing participate fully. Pupils benefit from the broad range of learning experiences, pastoral support and enrichment opportunities available to them. For example, pupils enjoy a wide range of clubs, including sports, music, creative and special-interest activities such as chess club and travel club. Pupils also engage in an extensive programme of visits and workshops. For example, visits to places of worship, museums and work with community services broadens pupils' horizons and deepens their understanding of the world around them. Pupils understand that their views matter and how they influence school life. For example, pupils take on positions of responsibility through roles such as school council

p.2

Personal development and wellbeing Strong standard

Pupils develop the knowledge, confidence and personal qualities they need to thrive, both in school and beyond. Pupils leave the school as respectful and resilient young people, ready

p.2

Expected standard

to make a positive contribution to their communities and embrace the next stage of their education.

p.3

Achievement Expected standard

Over time, pupils generally achieve in line with national outcomes by the end of key stage 2 in the combined measure of reading, writing and mathematics. More recently, pupils have achieved above their peers nationally in reading and mathematics. Disadvantaged pupils and pupils with special educational needs and/or disabilities achieve equally well, reflecting the school's successful work to reduce barriers to learning and/or wellbeing.

p.3

Achievement Expected standard

Pupils build successfully on their individual starting points. They develop secure foundations in reading, writing and mathematics, which support their learning across the curriculum. However, pupils do not develop their depth of knowledge across the wider curriculum as consistently. Leaders recognise this and are taking steps to address it.

p.3

Achievement Expected standard

Overall, pupils develop the secure knowledge, understanding and skills they need for the next stage of their education.

p.3

Curriculum and teaching Expected standard

Leaders have developed a curriculum that reflects the needs of the school community and their high expectations of what pupils can achieve. Leaders prioritise communication and language, reading, writing and mathematics to ensure that pupils develop the secure knowledge and skills that they need for their future learning. Leaders have designed an inclusive curriculum so that pupils with special educational needs and/or disabilities access the same broad curriculum as their peers. Staff provide appropriate support, such as adjustments to tasks or specific resources, to help pupils access their learning successfully.

p.3

Curriculum and teaching Expected standard

Reading is central to the school's curriculum. Pupils become fluent, confident readers and enjoy high-quality texts that broaden their vocabulary, deepen their understanding and support their learning across the curriculum. In the best lessons, staff build on what pupils already know. They use questions, discussions and regular checks to help pupils learn more. However, staff do not use this approach consistently across all subjects and year groups. Leaders know where teaching needs to improve and are taking action to make it more consistent.

p.3

Early years Expected standard

Leaders have established a welcoming and well-organised early years provision. As a result, children make a positive start to their school journey. Leaders use children's starting points to design the curriculum. Leaders place communication and language, early reading, early mathematics and personal development at the heart of learning. Children learn in a safe, stimulating environment where the indoor and outdoor provision supports learning across all areas of the early years foundation stage. The early years provision is inclusive. Children with special educational needs and/or disabilities (SEND) learn alongside their peers with effective adaptations to support them.

p.3

Early years Expected standard

Staff know the children well and regularly check their understanding to inform next steps or adjust their teaching. Staff provide purposeful interactions that help children develop their confidence, independence and a growing vocabulary. Staff establish daily routines which enable children to settle quickly, engage positively in their learning and develop the behaviours needed for future success. Leaders and staff prioritise early reading. Children build secure phonics knowledge that supports them in becoming confident early readers.

p.4

Early years Expected standard

Children make steady progress from their individual starting points and develop the knowledge, skills and attitudes needed for Year 1. Leaders work closely with families and carefully plan transition arrangements into Nursery, Reception and Year 1. As a result, children typically move confidently to the next stage of their education.

p.4

Inclusion Expected standard

Leaders have created a school where staff know, value and support every pupil to do their best. Leaders identify pupils' needs quickly and work closely with families, staff and external agencies to tailor support effectively. Staff provide pupils with the right support at the right time, enabling them to play a full part in school life. Staff warmly welcome pupils who recently arrive at the school and help them settle quickly into school life.

p.4

Inclusion Expected standard

The school's internal provision, 'The Nest', is a key feature of its inclusive approach. Pupils with special educational needs and/or disabilities (SEND) who access this provision learn in a calm and supportive environment. Staff meet pupils' needs effectively through a range of strategies. For example, staff use sign language to support and develop pupils' communication, confidence and independence. Staff also make effective use of visual resources to help pupils make choices, express their views and take an active part in everyday routines. Leaders have recently introduced a bespoke programme for pupils with SEND to help them access and succeed in subject-specific learning across the wider curriculum, for example in geography. As the programme is in the early stages of implementation, leaders are continuing to develop and embed it across different phases.

p.4

Inclusion Expected standard

Leaders use additional funding thoughtfully to provide high-quality staff training, targeted support and broader opportunities for disadvantaged pupils. This helps pupils overcome barriers to learning and wellbeing, feel valued as part of the school community and achieve well.

p.4

Leadership and governance Expected standard

Leaders know the school community well and tailor their work to meet its needs. The school's vision, 'believe and achieve', guides leaders' work. Leaders have created a welcoming and inclusive culture where pupils are at the heart of school life. Leaders have an accurate understanding of the school's strengths and areas for improvement. They identify appropriate priorities and respond thoughtfully to changes within the community, ensuring that decisions are made in pupils' best interests. Governors provide effective strategic oversight and fulfil their statutory duties, such as safeguarding. Governors know the school well and understand its priorities. They provide appropriate support and challenge and work closely with leaders to evaluate the school's effectiveness. Governors' contributions support improvements that enhance pupils' learning and wider experiences.

p.4

Leadership and governance Expected standard

Leaders provide effective professional development for staff. Staff have opportunities to develop their expertise through collaboration with other schools, external partners and professional networks. Leaders have prioritised training on high-quality teaching. However, leaders have not implemented this consistently enough to establish a shared approach across the school. Leaders recognise this and are developing a more structured and focused programme of professional learning aligned to the school's priorities for improvement.

p.5

Leadership and governance Expected standard

Staff know that leaders value them and give careful consideration to their wellbeing. Leaders seek staff views and take appropriate action to support workload while maintaining a clear focus on improving outcomes for pupils.

p.5

Leadership and governance Expected standard

Leaders and staff develop positive relationships with parents and carers, the wider community and external partners. Leaders work closely with families to overcome barriers to learning, helping pupils to attend regularly, participate fully in school life and achieve well.

p.5