Hazelwood Infant School

A soft-start morning routine, a clear behaviour culture, and a curriculum that is carefully sequenced from Nursery to Year 2 shape daily life at Hazelwood. It sits alongside Hazelwood Junior School on the same site, and the two are led as a federation, which matters for continuity and transition. Josh Newham has been the headteacher since September 2021, and the school’s recent external evaluation aligns with what parents generally want at infant stage, calm classrooms, ambitious early learning, and high expectations for behaviour.

The tone is purposeful, with routines that help young children feel secure and ready to learn. There is a strong emphasis on emotional regulation, pupils are expected to manage their feelings, and staff model respectful interactions. The result is an infant setting where behaviour is not treated as a bolt-on, but as something embedded in how the day runs.

Cultural education and respect for difference are not left to chance. The wider programme includes themed events that develop understanding of different backgrounds and traditions, and the school makes space for age-appropriate conversations about kindness and bullying. The personal development picture is strengthened by structured routines and by enrichment that feels normalised rather than occasional.

Because the infant and junior schools share leadership and governance, the atmosphere is designed for continuity, not reinvention every few years. That federation model can be reassuring for families planning beyond Year 2, even though the formal admissions steps for Year 3 remain separate in Enfield.

Infant schools are not judged on GCSE-style headline measures, and the most meaningful indicators for families tend to be early reading, communication and language, and how reliably children build knowledge over time.

The latest Ofsted inspection (12 to 13 November 2024) graded Behaviour and attitudes as Outstanding and Personal development as Outstanding, with Quality of education and Early years provision both graded Good.

Early reading stands out as a core strength. Phonics teaching is delivered consistently, reading books are matched closely to pupils’ phonics knowledge, and pupils who risk falling behind are identified quickly and supported to catch up.

One area to watch is the school’s work on helping pupils remember learning over the longer term. The curriculum is ambitious and well mapped, but the next step is ensuring pupils revisit and embed prior learning routinely, so new content connects more securely to what they already know.

Parents comparing options locally can use the FindMySchool Local Hub pages and Comparison Tool to line up nearby schools on the same measures, then shortlist based on the practical reality of admissions in Enfield.

The curriculum is planned so that knowledge builds from early years through to Year 2, with a clear line of sight to readiness for junior school. In early years, staff develop language and communication deliberately, including the use of story times, rhymes, and repeated exposure so children internalise key texts and vocabulary.

Classroom teaching is explicit. Teachers present information clearly and provide chances for pupils to apply what they have learned in different contexts. Mathematics is supported by practical resources and a progressive approach to calculation strategies, so children build confidence without skipping conceptual steps.

Outdoor learning is part of the wider curriculum rather than an occasional treat. Hazelwood’s Forest School approach is referenced in parent information, including kit guidance for sessions across Reception and Key Stage 1, which is usually a good signal that outdoor learning is planned, staffed, and timetabled.

Most children move on at the end of Year 2, and Hazelwood’s federation structure is designed to make that transition feel coherent. The curriculum is mapped with junior readiness in mind, and the junior school is on the same site with shared leadership, which can reduce the “new school shock” some children feel at Year 3.

However, Enfield’s process matters. If your child is in Year 2 at an Enfield infant school, you apply for a Year 3 place through the local authority’s coordinated process, it is not automatic. For September 2026 Year 3 entry, Enfield’s on-time closing date was 15 January 2026.

Families who are considering alternatives for Year 3 should treat Year 2 as the time to look carefully at practicalities, travel time, and how oversubscription works for the junior options you prefer, rather than assuming proximity alone will do the job.

Hazelwood is oversubscribed, and competition is visible in recent Reception allocation data published by Enfield Council. For Reception entry in September 2025, the school had 207 applications for 90 places, and the furthest distance allocated under the distance criterion was 0.627 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

For families applying for Reception entry, check the current local authority timetable for on-time applications and offer day under the Pan-London coordinated process.

Nursery admissions have their own route and deadline. Hazelwood’s Nursery has 60 places, with a split between full-time places (where families must be eligible and provide a valid 30-hour code) and part-time morning places. Crucially, attendance in the Nursery does not give an automatic right of transfer into Reception, families still apply for Reception in the same way as everyone else. For September 2026 nursery entry in Enfield, the on-time deadline is 15 February 2026.

The practical tip is to treat admissions as a two-part job: understand the rules, then understand your distance. Parents should use the FindMySchool Map Search to check their precise distance against the furthest distance at which a place was offered, then sanity-check that against likely annual variation.

Pastoral support at infant stage is mostly about predictable routines, safe relationships, and early intervention, and the evidence suggests Hazelwood takes that seriously. Behaviour is calm and orderly, learning is rarely disrupted, and pupils are expected to respond promptly to instructions and persevere with challenging tasks.

Support for pupils with special educational needs and disabilities is described as responsive, needs are identified and met, and teaching is adapted so children can learn well alongside peers. This is backed by staff training and active checking of teaching quality.

Safeguarding arrangements are confirmed as effective in the most recent inspection evidence, and families can reasonably expect clear processes and a culture that prioritises pupils’ welfare.

Enrichment at Hazelwood is not an afterthought. Children are encouraged to take part in clubs and activities that build confidence, stamina, and creativity, including running, performing arts, choir and art.

The wider clubs programme includes a mix of school-led and provider-led options across the week. Examples advertised in recent clubs information include Aventuras Españolas (Spanish Club), Ukulele Club, Drama Kids, and chess provision, alongside sport such as running club and handball. These are concrete signals that enrichment is designed to be broad, not only sport-focused.

Outdoor learning adds another dimension. Forest School sessions are built into the timetable for younger year groups, which tends to suit children who learn best through practical exploration as well as classroom instruction.

The school day includes a soft start, gates open at 8:40am and formal learning begins at 8:45am, with collection at 3:15pm, and the published weekly opening time is 32.5 hours.

Wraparound is available. Breakfast club runs from 7:45am, and after-school provision runs up to 6:00pm for Reception to Year 6, with separate arrangements for Nursery start time in the afternoon. Costs and booking expectations are set out by the school.

This is a state school with no tuition fees. Families should still budget for the usual extras such as uniform, trips, and any paid clubs.

• Oversubscription and distance reality. For September 2025 Reception entry, the furthest distance allocated under the distance criterion was 0.627 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

• Nursery is not a guaranteed pipeline. Even if a child attends the Nursery, families still apply for Reception through the local authority process, and there is no automatic right of transfer.

• Memory and retrieval is the improvement focus. The curriculum is mapped carefully, but the school has work to do on ensuring pupils routinely revisit prior learning so knowledge sticks over time.

• Year 3 requires a fresh application. Transition may feel smooth because of the federation model, but the Year 3 application process is coordinated and time-bound, so families should plan ahead.

Hazelwood Infant School suits families who value calm structure, strong early reading, and a curriculum designed to build steadily from Nursery through Year 2. The federation model with the junior school supports continuity, and enrichment looks well-embedded for this age. Securing a place is the main hurdle, so the best-fit family is one that is both aligned with the school’s approach and realistic about admissions mechanics in Enfield.