Carterhatch Infant School
phone: 020 88046886
headteacher: Mr Andrew Boyes
300 pupils capacity: 112% full
165 boys 49%
170 girls 51%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 534567, Northing: 197594
- GPS coordinates
- Latitude: 51.661, Longitude: -0.055856
- Accepting pupils
- 3—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 27, 2013
- Region › Const. › Ward
- London › Enfield North › Southbury
- Urban > 10k - less sparse
- Special classes
- Has Special Classes
- Investor in People
- Committed IiP Status
- Free school meals %
- Carterhatch Junior School EN14JY (415 pupils)
- 0.1 miles Russet House School EN14JA (95 pupils)
- 0.2 miles Suffolks Primary School EN13PU (395 pupils)
- 0.3 miles Bishop Stopford's School EN13PU (873 pupils)
- 0.4 miles Durants School EN35BY (98 pupils)
- 0.4 miles Enfield Heights Academy EN35BY (51 pupils)
- 0.5 miles St James CofE Primary School EN37HH (210 pupils)
- 0.6 miles Worcesters Primary School EN14UF (533 pupils)
- 0.7 miles Forty Hill CofE Primary School EN29EY (237 pupils)
- 0.7 miles Kingsmead School EN11YQ
- 0.7 miles Enfield College EN35HA
- 0.7 miles Kingsmead School EN11YQ (1452 pupils)
- 0.8 miles George Spicer Primary School EN11YF (568 pupils)
- 0.8 miles Southbury Primary School EN34JG (471 pupils)
- 0.8 miles Eastfield Primary School EN35UX (486 pupils)
- 0.8 miles St Ignatius College EN14NP (1074 pupils)
- 0.8 miles Waverley School EN37DL (105 pupils)
- 0.8 miles Kingfisher Hall Primary Academy EN37GB (156 pupils)
- 0.9 miles Brimsdown Junior School EN37NA
- 0.9 miles Brimsdown Infant School EN37NA
- 0.9 miles St Andrew's CofE Primary School EN13UL (474 pupils)
- 0.9 miles Chace Community School EN13HQ (1308 pupils)
- 0.9 miles Albany School EN35PA
- 0.9 miles ARK John Keats Academy EN35PA (42 pupils)
Carterhatch Infant School
Carterhatch Lane, Enfield, Middlesex, EN1 4JY
|Inspection dates||27–28 November 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| All children make an exceptional start to their |
Pupils supported through the pupil premium,
Pupils are well prepared for the next stage of
Teaching is outstanding over time. Adults’
All pupils are very safe in the school. This is
education because of excellent provision in
the Early Years Foundation Stage and Key
those with special educational needs, or
English as an additional language, make
their education and they learn to read and
write and use numbers exceptionally well.
This helps them to make rapid progress in
other areas of learning and subjects.
support is exceptional. As a result, pupils
become independent very quickly.
because the site is very secure; excellent
links with parents ensure that children settle
down in the nursery quickly. They have
excellent relationships with each other and
the adults around them.
| There is outstanding provision for a wide range |
The headteacher is exceptionally effective in
Since the previous inspection, the school has
The governing body gives unequalled support
of areas of learning and activities provided for
pupils through the outstanding curriculum. The
vast majority of pupils choose independent
activities they like to do that are also linked to
their interests at home.
motivating and setting up ambitious goals for
staff through performance management so
that each pupil achieves outstandingly well.
Staff overwhelmingly support his vision.
improved the delivery of education from good
to outstanding under this extremely successful
to the school and has helped it to raise the
exceptional performance in almost all aspects
of its work, including teaching and children’s
achievement, since the previous inspection.
Information about this inspection
- Inspectors observed teaching and learning in 19 lessons or parts of lessons. Four were observed
jointly with the headteacher and other members of the senior leadership team. Children were
observed in both morning and afternoon sessions in the Early Years Foundation Stage. Pupils
were also observed working in small groups with teaching assistants.
- Inspectors made a number of shorter visits to other lessons. They also listened to and observed
pupils and scrutinised work in their books. Meetings with the Chair of the Governing Body, the
local authority representative and senior leaders were conducted by inspectors.
- Inspectors looked at documents relating to safeguarding, the performance management of staff,
the tracking and assessment of pupils’ achievement, records on attendance, behaviour and
safety, and the monitoring of the quality of teaching and learning.
- There were only four views of parents registered on Ofsted’s online questionnaire Parent View.
The inspectors also looked at the school’s own survey as well as meeting parents at the start
and end of the school day. The 31 questionnaires completed by staff were scrutinised.
|Zahid Aziz, Lead inspector||Additional Inspector|
|Peter Nathan||Additional Inspector|
|Patricia Underwood||Additional Inspector|
Information about this school
- Carterhatch Infant School is larger than the average-sized infant school.
- The proportion of disabled pupils and those with special educational needs supported through
school action is above average. The proportion supported at school action plus or with a
statement of special educational needs is above average.
- The proportion of pupils for whom the school receives the pupil premium grant is well above
average. (The pupil premium is additional funding for those pupils who are known to be eligible
for free school meals, pupils from service families and those pupils who are looked after by the
local authority.) At this school, most of the pupils eligible for the pupil premium are those known
to be eligible for free school meals and this proportion is well above the national average.
- The large majority of pupils are from minority ethnic backgrounds and the proportion who
speaks English as an additional language is well above average. The proportion of pupils who
are White British is well below average. The main languages spoken, other than English, are
Polish and Turkish.
- The school has a nurture group of 10 pupils, supported by the local authority, from the school.
- The school has an autism resource base funded by the school.
- The governing body runs two children’s centres with day care and community services that are
What does the school need to do to improve further?
- Focus on improving the attitudes to learning of a few pupils so that they are of the same high
standard as the rest of the school.
|The achievement of pupils||is outstanding|
- Pupils make excellent progress in the school. They join the nursery with skills that are well below
or below the levels expected for their ages, especially in their personal and social skills, and
communication and language. As a result of the very high-quality independent learning by
children from the time they enter nursery, very rigorous checks, high expectations and a very
good partnership with parents, children make excellent progress. By the time they leave in Year
2, most pupils achieve above national expectations in reading, writing and mathematics.
- Pupil observations and work show high levels of achievement in a wide range of subjects. In a
Year 2 science session, a strong focus on practical work, such as looking at different types of
materials and their qualities, enabled excellent progress. Pupils were given chances to touch and
then discuss the softness of cotton and hardness of metals among themselves. As a result, they
rapidly improved their speaking and listening skills.
- Results dipped in 2012, due to cohort specific issues, but were still above national expectations.
However, work seen in the books, and the most up-to-date figures, show pupils are making
accelerated progress to achieve very well this year.
- Through varied topic work, pupils enjoy diverse and very wide-ranging experiences. For
instance, in an outstanding guided reading session in Year 1, all pupils with a wide range of
ability were able to make accelerated progress in reading because of excellent planning that
catered for all their needs, and through the outstanding adult support. More-able pupils were
able to make full sentences and then had the opportunity to write them successfully so that they
improved their literacy skill outstandingly well.
- Pupils have an opportunity to learn through activities such as gymnastics and, as a result, they
show exceptional skills in this area. This was very well demonstrated in Year 2 physical
education session in gymnastics, when a child showed the ‘arch’ position very confidently.
- Pupils who have special educational needs and those who are eligible for free school meals are
exceptionally well supported. All adults very carefully plan according to each pupil’s needs and
check their progress meticulously. They give them guidance that closely matches their particular
needs and tasks that are hard but within their ability. As a result, these pupils make outstanding
- The achievement of all significant groups of pupils, including those who speak English as an
additional language and White British, is equally strong. Equality of opportunity is clearly
demonstrated by the way the school cares well for all its pupils and offers them the same level
of challenge and high expectation, and ensures that there is no inequity.
- There is an excellent focus on the early development of pupils’ love of learning and reading
skills, such as through the school library that has a wide range of books that are very well
labelled so that pupils can find books that match their ability. This contributes very positively to
raising their achievement even further across the different areas of learning.
|The quality of teaching||is outstanding|
- Teaching in the school is of a very high standard. Teachers plan a greatly enjoyable and wide
range of activities for pupils to develop their reading, writing and mathematical skills, and
investigative work, such as in the nursery planting vegetables, with children pondering over
questions such as, ‘What does the plant need to grow?’
- Teachers have very high expectations of pupils; staff are well trained, they have appropriate
subject knowledge, including in mathematics, and they offer the right challenge and encourage
pupils to be independent.
- Teachers and other adults accurately focus on the pupils’ language development as most pupils
come with little knowledge of the appropriate language skills. From when they start at the
school, adults emphasise questioning to extend both learning and language development
through play. This is an essential part of the early years’ organisation. As a result, children make
accelerated progress in the Early Years Foundation Stage, which then continues through Key
- Staff listen carefully and respond to pupils at just the right level of understanding and
development. In a mathematics session, the teacher skilfully changed the emphasis of the
learning when a child explained the difficulty of adding numbers when going ‘forward’. As a
result, the teacher focused on this aspect. This helped all pupils to understand this concept very
quickly and gain confidence in adding numbers.
- In the Early Years Foundation Stage, the outside area is used exceptionally well to encourage
children’s independent investigative skills and their physical development. They learn to share
and take turns, as well as to appreciate mathematical language through practical activities such
as pumping out water from underground, woodwork, using kitchen utensils to strengthen the
muscles in their hands, arms and legs, and thus improve their coordination and physical
- Pupils’ progress is tracked termly in each of the subjects. Through whole school moderation half
termly, staff observe and identify potentially achievable next steps and share this information
with other staff. This underpins all children's excellent progress including those with special
educational needs, those eligible for free school meals and those who speak English as an
- Pupils and adults make very good use of new technology such as tablet computers. As a result,
they are able to review, share and improve strategies with each other so that pupils make even
better progress in those areas of activities monitored, such as physical education, writing, peer
assessment, self-assessment and outdoor provision.
|The behaviour and safety of pupils||are good|
- Pupils’ behaviour is mostly good in the classroom and excellent in the playground. The pupils
work well in groups. This has a good impact on their learning as they want to experiment with
things themselves without any adult help. However, very occasionally, some pupils in a few
lessons in Key Stage 1 lose concentration or are not focused well enough. As a result, learning
for them is not as fast as the rest of the pupils in the school.
- Staff fully understand the importance of providing pupils with a strong sense of security. They
do this by ensuring they have familiar people caring for them who understand their needs at all
times. This process starts very early when staff make home visits even before the children begin
attending the nursery. Strong, familiar routines also help pupils, including those with few social
skills and special educational needs, to feel very secure and confident.
- Children explore confidently and show curiosity in all that is around them in the Early Years
Foundation Stage. Discussion with parents and the school’s own survey confirmed that parents
feel that their children are very safe in the school because the site is very secure and there are
plenty of staff to look after the children.
- Staff are alert and manage unwanted behaviour effectively. They are working to make behaviour
outstanding by using a ‘tool kit’. This is designed to improve learning and provide motivation to
succeed. However, this still needs to be fully embedded. Staff are upbeat and promote pupils’
positive behaviour at all times. They attract pupils’ attention whenever necessary and talk about
appropriate behaviour with pupils to reinforce positive messages. As a result, there are very few
bullying or racist incidents. Any are dealt with very effectively.
Pupils with special educational needs are very well integrated into the daily routines. They have
excellent relationships with each other and the adults around them, and as a result they make
outstanding progress in their learning.
- The school has a high profile on attendance. It has been successful in improving attendance and
punctuality since the previous inspection and it is now broadly in line with the national average.
This is due to the efforts of outreach workers, the attendance officer being on the gate checking
who is late and reward systems for those whose attendance is high, such as an attendance cup
or attendance teddy bear.
|The leadership and management||are outstanding|
- The headteacher has a strong vision for developing the school and takes on any opportunity to
improve the delivery of education for the benefit of all pupils in his school. He is a great
motivator. Since the previous inspection, and under his leadership, the school has accomplished
outstanding outcomes for its pupils in achievement through improved teaching. As a result,
parents feel that this school makes a very good contribution towards helping their children to be
ready for the next stage of their education.
- The senior leadership and governors are zealous about the provision they offer. They are
constantly checking all aspects to improve the school through review days when all members of
the governing body and senior leaders from the school get together and agree priorities for
improvements, such as the new curriculum to be implemented from 2015.
- The leadership of teaching is outstanding. This is because teachers’ targets are very well
monitored and reviewed through excellent performance management. Teachers’ pay is linked
with annual appraisal that takes into account targets set to meet pupils’ needs and the school.
- The school is self-reflective in its teaching practices. For example, in the Early Years Foundation
Stage, all learning takes place at the behest of the children and adults follow them. In Key Stage
1, all classes have clear planning structures displayed on the walls, with a key focus on literacy,
numeracy, vocabulary, learning outcomes and challenging tasks, so that pupils can see the
purpose of being there.
- There is a strong commitment towards staff development. Staff have regular appraisals and
opportunities to attend courses from a choice of at least 60 available from the local authority.
They plan activities and experiences relevant to the pupils’ developmental needs and skilfully
support and challenge their development. Consequently, almost all pupils make excellent
- The school has excellent working partnerships with other professionals. As part of the children’s
centre campus they have easy access to them. They have an excellent relationship with the
neighbouring special educational needs school and cooperate very well to support these pupils’
- There are excellent opportunities for pupils to enjoy extra-curricular activities such as horse
riding. There is high-quality provision for pupils’ spiritual, moral, social and cultural development
through sharing their home life through pictures taken by the camera provided by the school, as
well as appreciation of knowing about other cultures and visiting places of worship such as a
church and a temple.
- The school receives light touch support from the local authority which has confidence in the
school’s own ability to sustain its high-quality development.
- The governance of the school:
Governors come from a wide range of professional backgrounds, such as education, health
and safety and finance. They know what happens in the school. They undertake regular
training which helps them to challenge school leaders very effectively and contributes to the
outstanding achievement of pupils. Governors make sure there is excellent provision for
safeguarding, and child protection requirements are in place. Through scrutiny of the school’s
finances, governors are well aware of how effectively money is used to support pupils’
learning. They are well informed about the quality of teaching and the progress pupils are
making. Governors know about performance management and its impact on remuneration for
teachers. Governors know the impact of how well the pupil premium funding is spent and how
extra support staff are deployed to improve achievement for this group. They are well aware
of the use of new primary school sports funding and work in partnership with the local
authority to provide additional training through professional support to improve pupils’ physical
education and well-being and their knowledge of how to adopt healthy lifestyles.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||101983|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Infant|
|Age range of pupils||3–7|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||333|
|Appropriate authority||The governing body|
|Date of previous school inspection||18 November 2010|
|Telephone number||020 880 46886|
|Fax number||020 8373 7323|