Hazelwood Junior School
Catchment Area, Reviews and Key Information

School Guide Rating

Hazelwood Lane
N13 5HE
7 - 11
Community school
4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You work diligently and effectively with a committed team of leaders who share your ambition for the pupils. Since the previous inspection, you have successfully set about raising expectations so that pupils make good progress and are well prepared for the next stage of their learning, when they leave Hazelwood Junior School. You have been particularly effective in identifying and developing leadership talent. This is coming to the fore where skilled leaders are working effectively with other staff to secure improvements in pupils’ social, emotional and academic outcomes. You and other leaders have high aspirations for the pupils and do not accept any excuses. As a result, pupils make strong progress, often from low starting points. Governors and the local authority acknowledge your success in addressing challenges and any weaknesses in the school. The appointment of assistant headteachers has strengthened leadership further. You ensure that teaching, learning and assessment are of a high quality. You carefully evaluate the impact of your strategies on pupils’ outcomes. You and your leadership team hold regular meetings with teachers to ensure that pupils are set suitably demanding work, or receiving the most appropriate help to enable them to succeed. As a result, pupils are motivated and well supported to make good progress. You act swiftly when you identify any weaknesses in teaching. These are remedied speedily through focused support, delivered by senior and middle leaders through tailored professional development. Pupils enjoy coming to school and they feel that they are well taught. Similarly, most parents and carers are supportive of the school and views commonly expressed through Ofsted’s survey (Parent View) included, ‘My child is thriving at this school’ and ‘The leaders and teachers are doing a great job.’ Since the previous inspection, you have worked well to tackle areas identified for development. Most significantly, to continue to raise achievement, you have raised the expectations of staff and pupils. As a result, in 2017 pupils’ progress in key stage 2 in reading, writing and mathematics was above the national average. In addition, pupils’ basic skills are being developed well across a wide range of subjects. We agreed that there are some areas for you and other leaders to improve. These include developing and strengthening pupils’ handwriting and language skills so as to improve the quality of writing further. In addition, we agreed that some disadvantaged pupils do not make average progress. Safeguarding is effective. You ensure that pupils are kept safe through a strong culture for safeguarding and promote pupils’ emotional, physical and mental well-being. Staff said that the safety of the child is paramount at the school. This is an ethos and belief shared by all. You ensure that all safeguarding requirements are robust and effective, including vetting staff before you employ them and keeping all staff training up to date. As a result, staff know what to do to keep pupils safe and how to raise any concerns quickly. Staff are diligent in holding other professional agencies to account so that vulnerable pupils receive timely support and care, when needed. Pupils said they feel safe and trust staff. They are happy and feel well supported in school. You work closely with a designated pastoral support team that, together with other staff, works hard to meet the needs of the pupils fully to help them succeed. Inspection findings My first key line of enquiry focused on pupils’ progress in Years 3 and 4. I found that progress in some Year 3 classes is considerably weaker than in other year groups. This is because teaching does not routinely take into consideration pupils’ prior knowledge and work is not varied sufficiently to meet pupils’ needs. Leaders have developed a plan of action focused on continuous development of teaching to improve pupils’ outcomes and diminish the differences that exist between these pupils and their peers. Effective and timely interventions help pupils to read well, and to apply what they have learned in their written work. For example, some pupils in key stage 2 showed me where they have used powerful language such as ‘emotive’, ‘rhetorical’ and ‘exaggerated’ in their own work to add depth and meaning to their writing. Teaching is precise and effective in identifying gaps and addressing any weaknesses in pupils’ knowledge and understanding in Years 5 and 6. This is not generally the case in some classes in Years 3 and 4, where some pupils who have special educational needs (SEN) and/or disabilities make weaker progress, compared to the others. The quality and presentation of pupils’ handwriting is not routinely good. Pupils are not typically challenged or supported to write neatly, legibly and fluently. This holds back some disadvantaged pupils from achieving fluency in their writing.

Hazelwood Junior School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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heatmap example
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

(020) 8379 5501.

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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