Monken Hadley CofE Primary School Review 2026: Excellence at the Edge of London

Nestled opposite a cricket ground within Hadley Common, this Church of England primary has educated north London children since 1832. The location is distinctive; surrounded by woodland that feeds directly into the curriculum, the school sits at the northern edge of Greater London where green spaces remain abundant. Currently led by Ms Julie Eyres, who arrived in 2019 and has overseen a significant rise in outcomes, the school achieved Outstanding ratings across all inspection areas in February 2023. With just 149 pupils organised in small mixed-age classes, it functions as an intimate learning community where every child is known individually. Academically, results place the school well above national averages: 90% of pupils met expected standards in reading, writing, and mathematics at Key Stage 2, compared to 62% nationally. The school ranks 913th nationally and 8th within Enfield (FindMySchool ranking), positioning it within the top 10% of England's primary schools.

The landscape is part of the school's identity. Autumn Common surrounds three sides of the building, and this natural environment is woven into daily practice. The Curiosity Curriculum, the school's distinctive approach, integrates arts, humanities, and sciences into coherent topic work. Cross-curricular connections mean that a history project about local villages becomes a geography inquiry about London's green spaces; science learning happens in outdoor exploration sessions. Three class names drawn from local trees — Willow, Chestnut, and Beech — reinforce this connection.

Mixed-age grouping is deliberate. The school operates with classes spanning two year groups, which builds resilience and peer learning. Younger pupils benefit from observing older peers; older pupils develop responsibility through mentoring. Staff transition is minimal, and continuity matters; relationships between pupils and adults often span multiple years. The atmosphere inspectors described as "transformational" reflects this stability. In the inspection report, leaders were commended for creating "an excellent quality of education across all aspects of school life" and fostering a community characterised by "warmth and understanding between staff and pupils."

The school's Christian values — integrity, service, kindness, and joy — are lived daily rather than displayed on posters. Safeguarding procedures are thorough; staff receive comprehensive training in recognising and responding to concerns. The inspection found leaders demonstrate "a clear understanding of safeguarding responsibilities with systems in place for identifying and responding to concerns swiftly."

Key Stage 2 Performance

Reading, writing, and mathematics outcomes exceed England averages markedly. In 2023, the most recent published data:

• 90% of pupils met the expected standard in reading, writing, and mathematics combined, compared to the 62% England average.
• Reading proficiency stands particularly strong: 92% reached expected standard, with an average scaled score of 109 (England average: 100).
• Grammar, punctuation, and spelling: 92% achieved expected standard, with a scaled score of 110.
• Mathematics: 83% reached expected standard, average score of 108.
• At higher standard (greater depth): 43% of pupils achieved greater depth in reading, writing, and mathematics.

This consistency reflects what inspectors observed: "Reading is taught consistently well" and "Pupils are fluent in number facts and use these to solve complex problems." Progress measures also support this picture. In reading, the progress score of 3.2 sits well above England average (0.0), indicating pupils make accelerated progress from their starting points. Similarly, mathematics progress at 5.3 indicates substantial value-added across the key stage.

The school's performance places it in the top 10% of primary schools in England (FindMySchool data). Within Enfield, it ranks 8th among 45 primaries, reflecting its position as one of the strongest-performing schools locally.

The curriculum aims for what the school terms "sticky knowledge"—understanding that lasts. Core subjects are taught with progression and rigour. In mathematics, the approach emphasises concrete, pictorial, and abstract representations, giving children flexible methods for problem-solving. Teachers check understanding carefully and address misconceptions immediately. In English, writing is taught with attention to three purposes: to inform, persuade, and entertain, helping pupils select language and structures that match their intent.

Beyond core subjects, the Curiosity Curriculum creates memorable connections. Year groups work on thematic units — history, science, geography, and art linked through inquiry — rather than isolated subjects. Recent units have explored environmental sustainability, local heritage, and community responsibility. Educational visits per term expose pupils to the world beyond school; drama workshops, visiting authors, and science experiences punctuate the academic calendar.

Assessment practices are embedded. Teachers use formative observation throughout lessons and summative assessments to track progress. Google Classroom connects home and school; pupils access learning materials digitally and teachers provide feedback online. This blended approach supports continuity, especially important in mixed-age classes where differentiation is essential.

A shared commitment to supporting each pupil underpins daily practice. The buddy system pairs older and younger pupils, aiding transition and social integration. Teachers and teaching assistants work in close tandem; group work and one-to-one support ensure pupils with additional needs progress. The school provides good access and support for pupils with identified special educational needs; 13% of the cohort has SEN provision, and teachers adapt teaching carefully.

Behaviour expectations are high and consistently applied. Pupils' conduct is described as "exceptional" in the inspection. Bullying is not tolerated; staff follow up incidents seriously. Safeguarding is robust. Mental health and emotional wellbeing are prioritised through pastoral conversations and, where needed, external referral to specialist agencies. Staff workload is respected; leaders "remain dedicated not only to supporting staff workload but also their overall wellbeing," which translates to stability in staffing.

Extracurricular life is diverse and accessible. After-school clubs rotate termly and include named offerings: French Club builds language skills; Chess Club develops strategic thinking; Multi-sports Club covers seasonal activities; Tennis Club uses local courts; Football Club is popular. Art Club, Yoga Club, and Building My Own Robot Club round out creative and physical options. Showstoppers is a drama club where pupils develop performance confidence.

Music is woven into school life. Pupils from Reception upwards encounter musical instruments and many choose to learn; the school provides peripatetic teaching in strings and wind. School choir and ensemble performances at local venues — Barnet Hospital, care homes, church services — embed music within community life. A school-wide book week celebrates reading; visiting authors and poets inspire writing.

Sports provision extends to ten seasonal activities across the year. Representative teams form from Year 3 upwards in major sports, but participation is available to all. The school's location provides natural advantages: proximity to Hadley Common enables Forest School sessions for all year groups, where outdoor learning combines academic content with risk and resilience development.

Year 5 undertake a three-day residential journey; Year 6 a five-day experience at activity centres. These extended trips involve climbing, rafting, abseiling, and team challenges — learning that extends well beyond the classroom. Students develop independence, try new challenges, and build relationships outside the school day.

Community links are intentional. Pupils collect for local food banks, visit elderly residents in care homes, and support Barnet Hospital. Understanding their role in the community — responsibility beyond themselves — is positioned as central to the school's philosophy. Pupils develop what the school calls "early enterprise skills" through taking responsibility for their own learning and contributing to whole-school decisions.

Teachers have strong subject knowledge across core and non-core areas. Subject leaders work with peers to maintain teaching quality consistently. Early years (Reception) receives particular attention. The Foundation Stage curriculum focuses on oral language, personal development, and emotional security — foundations that prepare pupils for the more formal Year 1 transition. Inspectors noted that teaching in early years is "good in developing children's oral skills and their personal, social and emotional development."

This is a Voluntary Aided Church of England school in Barnet Local Authority. Admission is by standard local authority coordinated process for Reception entry. The school is significantly oversubscribed: in recent years, 150 applications have competed for 20 places, reflecting a 7.5:1 ratio. Distance from school is the primary criterion after looked-after children and those with Education, Health and Care Plans naming the school. With such competition, securing entry is challenging and relies heavily on proximity.

The school draws primarily from High Barnet, New Barnet, and Hadley Wood — the immediate residential catchment. Parents should use the FindMySchool Map Search to verify distance and understand realistic prospects of a place.

The majority of pupils progress to Wren Academy Finchley (28% of recent leavers) and Dame Alice Owen's School (17%). Other pupils move to a range of secondary schools depending on ability and family preference. The school provides information about secondary options but does not formally prepare pupils for the 11-plus; families seeking intensive grammar school preparation typically arrange external tutoring.

School day runs 8:50am to 3:20pm. Breakfast club begins at 7:45am (school staff); after-school club extends until 6:00pm (external contractor). Holiday clubs operate during main school breaks. The school is closed between mid-July and early September, with other closures aligned to Barnet term dates.

Parking on Camlet Way is limited; the school sits close to Hadley Wood railway station, which offers transport connections via Great Northern services. Local bus routes 298 and 399 serve the area, though routes serving Monken Hadley are less frequent than southern Barnet locations.

Mixed-age classes: Teaching and learning is differentiated within classes containing two year groups. This approach builds resilience and peer support, but it differs from traditional single-year-group structures. Children comfortable in mixed-age settings thrive; those who prefer focused year-group cohesion may initially find it unfamiliar.

Oversubscription: Entry to Reception is extremely competitive. Distance from school gates is the decisive factor for most families, and parking proximity does not guarantee proximity measured from the official entrance. Families should verify current admission arrangements with the school directly before assuming a realistic chance of a place.

Limited public transport: The school's beautiful location on Hadley Common comes with transport implications. Those relying on bus or train access may face journey times exceeding 20-30 minutes depending on home location. Those with cars find drop-off more straightforward, though parking on-site is restricted to staff.

Curriculum focus: The Curiosity Curriculum prioritises deep topic-based learning and cross-curricular links. Parents comfortable with integrated, thematic approaches will appreciate this; those seeking traditional, single-subject structures should understand that approach differs here.

A small, carefully led primary school delivering excellence in academics and pastoral care. Mixed-age classes, woodland surroundings, and a genuinely Christian ethos create an environment where individual children flourish. The 2023 Outstanding inspection reflects what data substantiates: results consistently exceed national averages, teaching is strong, and behaviour and attitudes are exemplary. Leadership has elevated outcomes significantly in recent years; Ms Eyres' tenure since 2019 has coincided with marked improvement.

Best suited to families within or very close to Monken Hadley who value small-scale education, outdoor learning, and an integrated curriculum approach. The principal challenge is admission rather than educational quality; once secured, a place here offers substantial value. Families distant from the school gates should consider whether realistic prospects of entry justify planning around Monken Hadley.