Wolfson Hillel Primary School

Wolfson Hillel Primary School

Address: 154 Chase Road, Southgate, London, N14 4LG Unique reference number (URN): 146663

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

Leadership and governance Exceptional

Leaders have successfully established a culture of high expectations for both staff and pupils. This is reflected consistently in the school's work and makes a significant contribution to pupils' achievement, behaviour and, in particular, their personal development.

p.2

Leadership and governance Exceptional

Leaders at all levels make sure that the school operates at an incredibly high standard in all areas. Leaders are not complacent and aim for continued refinements and improvement year after year. Governors and trust leaders know the school remarkably well. They understand the rationale behind the priorities selected for further school development and assure themselves that the impact of any actions is measured through the outcomes and experiences of all pupils, including the most vulnerable.

p.2

Leadership and governance Exceptional

Leaders provide excellent support for staff workload, wellbeing and development. For example, the school day is designed to ensure that teachers have regular opportunities for collaboration and their professional development. This contributes to the highly effective support that staff provide for pupils.

p.2

Leadership and governance Exceptional

Leaders at all levels make sure that pupils are kept safe. Leaders are committed to, and value, their partnership working with parents and carers. Leaders have developed these partnerships in the best interests of the pupils. The school is central to the local community and is highly valued by everyone it serves.

p.2

Personal development and wellbeing Exceptional

Leaders work with the local community exceptionally well to ensure that pupils and their families are confident and happy to come to school each day. Leaders ensure that a rich and carefully designed programme of personal development is extensive and tailored carefully to the school's context.

p.2

Personal development and wellbeing Exceptional

Leaders think extremely carefully about the extra-curricular activities and character development that are needed for pupils to excel both at, and beyond, school. They design innovative ways of delivering enrichment activities successfully. The positive difference this makes is transformational to pupils' wellbeing and personal development. It prepares them to be excellent citizens of their local community, Britain and the wider world. Pupils benefit fully from a wide range of educational visits and leadership roles, and they take key roles in whole school plays, choirs or performing solos in the school orchestral performances. Pupils, including those who are disadvantaged, represent the school in local and national sporting fixtures. Pupils and staff are very proud of personal and group achievements, such as the school team winning a national football association competition.

p.2

Personal development and wellbeing Exceptional

Leaders work closely with families. Through these established relationships, leaders ensure that all consent to the full relationships and sex education curriculum, which is delivered as part of the incredibly well-planned personal, social and health education (PSHE) curriculum. All pupils, including those with special educational needs and/or disabilities, access and learn this curriculum fully. Pupils demonstrate a deep knowledge and understanding of

p.2

Strong standard

PSHE, such as through how they keep themselves safe and healthy, both online and in the wider world.

p.3

Strong standard

Pupils have an exceptionally detailed knowledge of the importance of equality and equity for different groups of people in society. They have a detailed knowledge of the importance of the fundamental British values, celebrating differences and valuing the diverse world that they are growing up in.

p.3

Achievement Strong standard

All pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, achieve very well. This is clearly demonstrated by their performance in national tests where they consistently attain above their peers nationally.

p.3

Achievement Strong standard

Leaders ensure that pupils are very well prepared for the next stages of their education and that they have an age-appropriate understanding about what they might like to do in the future. This leads to pupils being suitably equipped to make a very successful start to their lives in secondary education.

p.3

Achievement Strong standard

Leaders ensure that all pupils develop incredibly secure foundational knowledge in English and mathematics. This means that pupils are able to successfully access and master ambitious content in wider curriculum subjects. Pupils excel in the foundation curriculum subjects. For example, they develop a rich knowledge in subjects such as history, music and art.

p.3

Attendance and behaviour Strong standard

Leaders' oversight of attendance contributes to the positive school environment and a place where pupils want to attend every day. Leaders support parents and carers with any barriers to regular attendance through a close trusting partnership. This has ensured very high attendance rates for all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged. The importance of high attendance is promoted well by leaders and staff and fully understood by parents and pupils alike.

p.3

Attendance and behaviour Strong standard

Behaviour is a really positive feature of this school. Leaders have established a supportive culture that helps pupils to develop positive attitudes to learning and how they conduct themselves. Pupils' behaviour in lessons enables all pupils to focus on their learning. They show consideration for others and act as role models in how they behave, setting an excellent example to others. Pupils manage their emotions effectively, and their relationships with one another are highly positive. The school is a calm, happy, inclusive environment where bullying and any form of harassment or abuse are not tolerated. Pupils respect each other as individuals and appreciate each other's differences.

p.3

Curriculum and teaching Strong standard

Leaders are consistently evaluating the curriculum and the impact that it has on pupils' learning. This informs how the curriculum evolves over time.

p.4

Curriculum and teaching Strong standard

In lessons, teachers check carefully what pupils know and can do, then use this information to identify any gaps or misconceptions in pupils' understanding. Teachers are quick to successfully address these. They make small adjustments to the delivery of the curriculum in lessons, which leads to pupils having a deeper understanding of what they are learning. All staff have an incredibly secure understanding of the curriculum content and a sound knowledge of the best ways to teach this content. They skilfully support pupils in gaining the foundational knowledge they need in English and mathematics.

p.4

Curriculum and teaching Strong standard

The curriculum is high quality, broad and extremely ambitious. Staff enable all pupils to access the important subject-specific skills and knowledge they need very well, step by step, across the curriculum. This includes those pupils who are disadvantaged and those with special educational needs and/or disabilities.

p.4

Early years Strong standard

Children get off to an excellent start in the early years foundation stage. Leaders provide a wealth of opportunities for children to develop across all areas of learning, both in the classroom and through outdoor learning. Leaders adapt the learning environment to provide bespoke opportunities to align with what children can do and what they need to develop further.

p.4

Early years Strong standard

Leaders identify important texts, which staff use skilfully across the early years curriculum. They help young children to learn through stories and also to develop a love of books and reading. High-quality interactions between staff and children are purposeful. Staff choose their vocabulary carefully and articulate clearly. Children work and play confidently alongside their peers. Staff ensure that parents and carers are knowledgeable about what the children learn in early years and involve parents fully in their children's learning and development.

p.4

Early years Strong standard

Leaders have high expectations of the youngest children in school. Learning is sequenced from Nursery to Reception. Staff ensure that children achieve well and gain the foundational skills they need to be well prepared for the national curriculum in key stage 1 and beyond. Children, including those with special educational needs and/or disabilities and those who are disadvantaged, progress well through the curriculum.

p.4

Inclusion Strong standard

When pupils join the school, leaders are quick to assess their needs and prior understanding and learning. This means that they swiftly put in place support and plans to ensure that pupils learn the curriculum very well. This includes pupils who are disadvantaged and those with special educational needs and/or disabilities. The impact of this is seen in how well prepared pupils are for the next stage of their education and how highly they perform in national assessments. Leaders are astute in their planning and management of the use of pupil premium funding. It is aligned with school improvement priorities, provides the most benefit to the pupils who need it and makes a positive difference to their learning.

p.4

Inclusion Strong standard

All staff receive regular, specific training to enhance their knowledge, understanding and practice in inclusion. Staff know the pupils extremely well and use well-chosen strategies to remove barriers to learning. They successfully make timely adjustments in lessons to adapt the content, resources or support that pupils receive, for example, through the use of additional teachers to teach smaller groups, which provides opportunities for tailored approaches to learning.

p.5

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

Pupils are extremely happy at this school, which is very much at the heart of the community. Pupils love coming in each day to liaise with their peers and adults. Pupils know that staff support them to be safe and healthy.

p.5

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

Pupils achieve extremely well at this school. They attain highly in national tests and assessments and are well prepared for the next stages of their education. In lessons, they learn remarkably well, which includes pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND). Pupils are motivated to work hard in all curriculum subjects and when accessing extra-curricular learning. Pupils who are new to the school and those who join mid-stage are incredibly well supported. Teachers adapt learning to fill any gaps in pupils' prior knowledge so that they can successfully access and progress through the ambitious curriculum.

p.5

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

Pupils, including those with SEND, access an exceptional personal development offer. Pupils feel well supported and make a notable contribution to the school's inclusive culture. They benefit from a wide range of experiences, leadership opportunities and sports competitions, and they enjoy performing in the school choir. Pupils relish the opportunities to support their local community through fundraising and outreach work. All pupils, including those with barriers to learning, successfully take part in these activities.

p.5

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

Pupils support each other to be active learners in lessons, as well as to develop into purposeful citizens of Britain. The school’s Jewish ethos is woven through the curriculum and encourages pupils to value and respect others. Behaviour around the school is very positive. Bullying happens rarely, but it is dealt with swiftly if it does occur. Pupils refer to the school as their 'happy and safe place'. This makes them want to come into school each and every day.

p.5

Next steps

Leaders should maintain their very positive work in the review and adjustment of the curriculum design to ensure that it continues to support all pupils, including those with special educational needs and/or disabilities, to learn and achieve extremely well.

p.5

Team inspectors:

Joanna Franklin, Ofsted Inspector Katerina Christodoulou, Ofsted Inspector Rutinderjit Mahil-Pooni, Ofsted Inspector

p.6

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.

p.6

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026 Leaders should endeavour to share their exceptional practice in leadership, governance, personal development and wellbeing with other schools.

p.6

About this inspection

This school is part of Jewish Community Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Adam Goldstein, and overseen by a board of trustees, chaired by Michael Goldstein.

p.6

About this inspection

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

p.6

About this inspection

This inspection took place on 23 and 24 June 2026.

p.6

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.

p.6

About this inspection

Inspectors spoke with the trust, trustees, the co-headteachers, other members of staff, pupils and parents during the inspection.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school is registered as having a Jewish religious character.

p.6

About this inspection

The school currently uses no alternative provision.

p.6

About this inspection

Co-headteachers : Alex Kingston and Laura Russell

p.6

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

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.

p.10

mathematics

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

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

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.

p.11

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.13

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.

p.13

Persistent absence

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

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15