Bounds Green Infant School

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About Bounds Green Infant School

Name Bounds Green Infant School
Ofsted Inspections
Headteacher Mrs Nadine Lewis
Address Bounds Green Road, London, N11 2QG
Phone Number 02088888824
Phase Primary
Type Community school
Age Range 3-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 327
Local Authority Haringey
Highlights from Latest Inspection


There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. Inspectors are recommending the next inspection to be a graded inspection.

What is it like to attend this school?

Pupils are very happy to come to school and enjoy their learning and friendships. Leaders set high expectations across the school. Pupils respond well and are positive in their approach to learning.

Staff display the school's values daily in the way they nurture their pupils. This builds pupils' self-es...teem and self-worth, and respect for others.

Pupils behave very well.

They show respect for each other and adults. Teachers encourage pupils to be kind, for example by writing positive notes in their 'gratitude jars'. Bullying is not tolerated and pupils are kept safe.

Leaders ensure that incidents that may lead to bullying are followed up immediately. From early on in school, pupils learn to co-operate, share and play well.

Leaders know pupils and their families well.

Typically, parents and carers appreciated the school's culture of respecting and valuing each individual. Pupils are enthusiastic about the range of sport, art and activity clubs that leaders organise. They enjoy visits to the local parks and to London.

These outings support pupils' learning in the curriculum. Pupils also learn about the world of work through visits including from authors, dancers, and doctors.

What does the school do well and what does it need to do better?

Leaders have clear intentions about what they want pupils to know and remember.

They plan the curriculum in a logical sequence to support pupils' learning. Teachers collaborate well to plan the delivery of the curriculum. They provide pupils with extra resources to help them to understand key curricular content.

For example, in early years, children used practical equipment to understand odd and even numbers. Staff prepare pupils well for their next stage of learning.

Teachers have secure subject knowledge.

They use recall activities to check what pupils know and remember. This helps pupils to build on their prior knowledge. Sometimes, teaching does not develop pupils' subject-specific understanding securely.

In lessons, teachers check pupils' learning regularly. They address any gaps or misconceptions in pupils' understanding. Teachers ensure that pupils' knowledge builds towards clear end points.

For instance, in geography, local visits help pupils to know about living in an urban area.

Leaders promote a love of reading across the school. They have introduced a new phonics programme recently.

The books pupils read match closely the sounds they know. Teachers practise phonics and reading with pupils regularly. Any pupils at risk of falling behind have extra support to help them become fluent readers.

All staff receive phonics training. However, phonics teaching is not implemented consistently and securely. As a result, sometimes pupils do not develop confidence in reading as quickly as they could.

From the time they join the school, clear expectations are set for how pupils behave. In early years, pupils play well together. They know how to take turns and listen well to instructions.

The behaviour expectations are clear to all. This means that pupils know and display positive behaviours. Lessons continue without disruption.

Pupils valued the school's rewards system. Pupils show great respect for each other and for adults.

Leaders ensure that pupils with special educational needs and/or disabilities (SEND) can access the curriculum.

They identify the needs of pupils with SEND at an early stage. Staff make appropriate adaptations to support these pupils, including using resources effectively. They provide additional support to help pupils with SEND to remember key knowledge and skills.

Leaders encourage pupils to take on responsibilities. For instance, pupils enjoyed being school councillors. Leaders support pupils' personal development.

Pupils are taught about being kind and resilient. Staff support pupils to be an active part of a local community.

Staff felt well supported and respected by leaders.

They valued the well-being meetings that leaders organise to discuss workload and appreciated leaders' follow-up actions.


The arrangements for safeguarding are effective.

Leaders ensure that all staff take responsibility for keeping pupils safe.

Staff know and use the procedure for reporting any concerns. The training they receive equips them well to spot the signs of pupils who are at risk of harm. The school ensures that pupils and their families receive support that they need.

Leaders work effectively with external support agencies. They make sure actions are timely.

Pupils are taught how to keep safe.

This includes staying safe using technology and not speaking with strangers. Pupils said they would speak with a trusted adult about any worries.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The recently introduced phonics programme is not consistently implemented by all staff.

As a result, some pupils do not develop their reading confidence as quickly as they could. Leaders need to ensure that there is a continued focus on building the expertise of all staff to develop pupils' early reading consistently. ? Sometimes, teaching does not develop pupils' knowledge and skills in subjects securely.

As a result, pupils do not develop their subject-specific understanding sufficiently. Leaders should ensure that teaching builds pupils' deeper knowledge in all subjects securely.Background

When we have judged a school outstanding we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in March 2017.

Also at this postcode
Bounds Green Junior School

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