Queenswell Infant & Nursery School
Catchment Area, Reviews and Key Information

Primary
PUPILS
230
AGES
3 - 7
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(24/5/17)
Full Report - All Reports
98%
NATIONAL AVG. 92%
Happiness Rating

Ofsted Parent View

18.8:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
13.1%
NATIONAL AVG. 8.2%
Persistent Absence
65.5%
NATIONAL AVG. 21.2%
Pupils first language
not English
18.7%
NATIONAL AVG. 16.8%
Free school meals
5.7%
NATIONAL AVG. 12.6%
Pupils with SEN support
Sweets Way
Whetstone
London
N20 0NQ
02084450524

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. You and your acting deputy headteacher are working with great determination to ensure that every pupil makes the best possible progress. In your capacity as acting headteacher, you are ensuring that the momentum for improvement is not lost while the substantive headteacher is on maternity leave. Leaders at all levels work in close partnership and share your high aspirations. Staff feel valued and respected. In the words of one staff member, ‘The senior leadership team has an open-door policy where I am happy to air any concerns and share my ideas.’ Parents and carers are overwhelmingly positive and appreciate your work. You have created a vibrant and stimulating learning environment where pupils value their learning and make good progress. Pupils are confident, articulate and enthusiastic learners. Nevertheless, not all groups of pupils attend school as regularly as they should. You recognise that reducing absence rates needs to be a priority going forward. You and your leaders have effectively addressed the areas for improvement since the previous inspection. You have raised the profile of mathematics and, in turn, this has led to improving outcomes, particularly for the most able pupils. Teachers have been well trained so that they deliver the mathematics curriculum effectively and tailor teaching to the needs of different abilities. Leaders’ frequent monitoring of teaching and learning ensures that pupils are given opportunities to apply their numeracy skills across the curriculum. This deepens their understanding of key mathematical concepts. A pupil said, ‘I enjoy learning because my teacher gives me challenges in mathematics. I learn my times tables because it also helps me with division.’ Writing continues to be a strength of the school. This is apparent in the pupils’ written work displayed around the school. Nevertheless, we agreed that there is work to do to raise the attainment in phonics for the most able pupils by providing opportunities for them to apply these phonics skills in reading and writing. Furthermore, you have rightly recognised the need for increased opportunities for children in the early years to develop their speaking and listening skills to support them to record their ideas accurately in writing. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and that records are detailed and of high quality. Governors regularly check the single central record to make sure that adults working with pupils are suitable and checked appropriately in line with latest legislation. Leaders ensure that there is a strong culture of vigilance with regard to safeguarding pupils. On arrival, visitors are given detailed information about the school’s safeguarding and fire drill procedures. Staff are well trained to notice any changes in pupils’ behaviour and will not hesitate to raise concerns with leaders, should they need to. They have received training in all aspects of safeguarding, including radicalisation and extremism. Staff receive updates on safeguarding matters on a weekly basis and, as a result, they understand and follow the school’s safeguarding procedures consistently. Pupils said that they feel safe at school. They reported that they are taught about safety through lessons and assemblies. Pupils are knowledgeable about how to stay safe when using the internet. Pupils were keen to talk about the benefits of the recent poster design competition on e-safety, to raise awareness of how to stay safe online. Pupils said that bullying is a rare occurrence at the school. There are systems in place such as a ‘worry box’ and ‘Queenswell post box’ outside your office, where they can post their worries. Pupils told me that their concerns are taken seriously by adults. Parents and staff agree that behaviour is good and bullying is rare. Inspection findings We began by exploring the actions that leaders are taking to speed up pupils’ progress in writing so that more pupils write at greater depth within the standard expected for their age. In 2016, the proportion of pupils with average prior attainment who achieved this standard in writing was below the national average. Leaders have taken effective action to ensure that this group of pupils is challenged sufficiently in their writing and that they make good progress.

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2020, ONS
020 8359 2000

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.

Queenswell Infant & Nursery School Reviews


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