Wolfson Hillel Primary School

Wolfson Hillel Primary School is performing at a very high level across every area inspected. Leadership and governance, and pupils' personal development and wellbeing, were judged exceptional, while achievement, attendance and behaviour, curriculum and teaching, early years and inclusion all reached a strong standard. Safeguarding requirements are fully met, with inspectors finding an open culture in which concerns are actively identified and managed. Leaders at all levels, including governors and trust leaders, were described as non-complacent, setting high expectations and refining the school year on year while protecting staff workload and wellbeing. Pupils are extremely happy and achieve very well. Outcomes in reading, writing and mathematics are consistently well above national averages (88% meeting the combined expected standard in 2024/25 against 62% nationally), and pupils with SEND and those who are disadvantaged are well supported to access the same ambitious curriculum. Attendance is high and persistent absence low, behaviour is a genuine strength, and the personal development offer - enrichment, sport, leadership roles, performance and community outreach - was singled out as transformational. The early years provision gives children a strong start, and inclusion is handled astutely, including the use of pupil premium funding and swift assessment of new arrivals. The school is a large, oversubscribed primary of around 465 pupils with a Jewish religious character, part of the Jewish Community Academies Trust, and is central to its local community. Very few pupils are eligible for free school meals and the proportion with SEND support is below average. There are no substantive weaknesses in the report; the single next step asks leaders to sustain their curriculum review and refinement so that all pupils, including those with SEND, continue to achieve extremely well, and inspectors also encouraged the school to share its exceptional leadership, governance and personal development practice with other schools.

Strengths

• Exceptional leadership and governance, with high expectations embedded consistently across the school
• Leaders are non-complacent and drive continued refinement year after year
• Governors and trust leaders know the school remarkably well and check the impact of actions on pupils
• Excellent support for staff workload, wellbeing and professional development
• Exceptional personal development programme, carefully tailored to the school's context
• Innovative and wide-ranging enrichment, character development, sport and performance opportunities
• Pupils, including disadvantaged pupils and those with SEND, take part fully in leadership roles and competitions
• Strong partnerships with parents and the local community, with the school at the heart of its community
• Pupils attain well above national averages in reading, writing and mathematics
• Secure foundational knowledge in English and mathematics enables pupils to master ambitious wider curriculum content
• High attendance and low persistent absence, supported through trusting work with families
• Behaviour is a real strength: pupils are considerate, self-regulating role models in a calm, inclusive environment
• Curriculum is broad, ambitious and continually evaluated, with teachers quickly addressing gaps and misconceptions
• Staff have secure subject knowledge and adapt delivery skilfully within lessons
• Early years provides an excellent start, with well-sequenced learning from Nursery to Reception and strong parental involvement
• Inclusion is strong: needs are identified swiftly and support is put in place promptly
• Pupil premium funding is used astutely and aligned with school improvement priorities
• Staff receive regular, specific training in inclusion and make timely adjustments to remove barriers
• Pupils have a detailed understanding of equality, fundamental British values and keeping themselves safe online and offline
• Pupils are exceptionally happy and describe school as their 'happy and safe place'
• Bullying is rare and dealt with swiftly when it occurs

Areas for Improvement

• Leaders should maintain and continue refining curriculum design so that all pupils, including those with SEND, keep learning and achieving extremely well

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Wolfson Hillel Primary School attended 96.5% of sessions (the national figure for primary schools was 94.8%). 4.7% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.9% of pupils at Wolfson Hillel Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Wolfson Hillel Primary School had 15.7 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 7.6% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 14.2% of pupils at Wolfson Hillel Primary School were on SEN support (nationally 15.4%) and 3.8% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Wolfson Hillel Primary School received £8,594 and spent £8,571 for each of its 465 pupils. It ended the year with reserves of £87,000 (£188 per pupil).

Across all 4 schools of Jewish Community Academy Trust, income was £8,246 and spending £8,437 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Enfield · Enfield local authority: places and applications

Wolfson Hillel Primary School is part of Jewish Community Academy Trust, which runs 4 schools. The nearest others:

• Sacks Morasha Jewish Primary School London
• Rimon Jewish Primary School London
• Hertsmere Jewish Primary School Radlett

What is Wolfson Hillel Primary School's Ofsted rating?

The latest Ofsted rating for Wolfson Hillel Primary School is Strong standard, from an inspection in September 2026.

When was Wolfson Hillel Primary School last inspected by Ofsted?

Wolfson Hillel Primary School was last inspected in September 2026.

How many pupils does Wolfson Hillel Primary School have?

Wolfson Hillel Primary School has 452 pupils on roll.

What age range does Wolfson Hillel Primary School cover?

Wolfson Hillel Primary School for pupils aged 3 to 11.

What are Wolfson Hillel Primary School's SATs (KS2) results?

In 2025, 88% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Wolfson Hillel Primary School?

Wolfson Hillel Primary School is at 154 Chase Road, Southgate, London, N14 4LG.