The Devonshire Hill Nursery & Primary School Review 2026: A high-attaining Haringey primary with forest learning

A two-form entry Haringey community primary with nursery provision from age 2, Devonshire Hill combines strong outcomes with an ethos that blends ambition and inclusivity. The most recent official inspection confirmed the school remains Good following a visit in October 2021.

On performance, the school’s Key Stage 2 results place it above England averages across the core measures in the most recent published dataset, and its primary ranking sits comfortably within the top 25% of schools in England. Ranked 2428th in England and 19th in Haringey for primary outcomes (FindMySchool ranking based on official data), it is a solid option for families who want academic clarity without sacrificing breadth.

Day-to-day, there is a clear emphasis on reading, structured teaching, and wider development through enrichment. The inspection evidence also highlights distinctive features, including the March Wood forest area and refurbished libraries, which provide tangible anchors for learning beyond the classroom.

The tone is purposeful and child-centred. Pupils are described as keen to talk about their learning, behaving well, and thriving in a friendly, inclusive environment. That combination matters because it usually signals two things parents care about, classrooms that run calmly, and pupils who feel confident enough to participate rather than keep their heads down.

Leadership sets the expectation level. The headteacher is Julie D’Abreu, and the school’s public-facing communications repeatedly reinforce priorities around learning habits, confidence and readiness for secondary transition. The wider culture also seems to take staff development and workload seriously, which is often a quiet driver of consistency in teaching, reduced staff turnover, and predictable routines for pupils.

Early years provision is a real part of the school’s identity, not a bolt-on. The school runs provision for two-year-olds and describes close partnership with parents and carers to understand children’s development and support smooth settling. For families who need childcare alongside education, that integrated start can be a practical advantage, as long as you are clear on how nursery and Reception admissions work (more on that below).

The headline for Year 6 outcomes is that Devonshire Hill is outperforming England averages on the combined core measure. In the most recent published data, 83.33% of pupils met the expected standard in reading, writing and mathematics, compared with an England average of 62%. At the higher standard, 33.33% achieved the higher standard in reading, writing and mathematics combined, compared with the England average of 8%. (Figures based on official attainment data used in FindMySchool reporting.)

Scaled scores also point to strong attainment in the core tested areas. Reading and maths both sit at 107, while grammar, punctuation and spelling (GPS) is 109. The “high score” breakdown suggests depth at the top end too, with 34% achieving a high score in reading, 36% in maths, and 54% in GPS.

For parents comparing local options, the school’s primary ranking provides an extra signal. Ranked 2428th in England and 19th in Haringey (FindMySchool ranking based on official data), it sits above England average overall, placing it comfortably within the top 25% of schools in England. The implication is not that every child will achieve those outcomes, but that the school has demonstrated the systems and teaching consistency to drive strong results across cohorts.

Reading has a high profile, with a clear phonics programme that supports accurate decoding and spelling. Pupils read frequently, and the inspection evidence gives unusually specific examples of how reading culture is reinforced, including regular opportunities for pupils to read aloud with confidence. For many families, that matters more than any single test score, because it shapes whether children see reading as something they do for meaning and enjoyment, not just something adults require.

Curriculum structure appears deliberate. Leaders have planned what pupils need to learn in each subject so knowledge builds logically, and teachers check learning carefully to identify gaps. The practical implication is that pupils who miss learning time, move mid-year, or need extra scaffolding are less likely to fall into long-term gaps, because assessment is being used as a tool for teaching rather than only for reporting.

There are, however, areas where coherence has not been equally strong across the whole curriculum. Foundation subjects were highlighted as an improvement focus, specifically ensuring early years knowledge is built on consistently in later years, and strengthening subject knowledge where it is less secure (physical education was named as one example). For parents, that is best read as a targeted development point rather than a red flag, but it is still worth asking how subject leadership and staff training are currently organised in the wider curriculum.

The school’s aim is to send pupils on to secondary school well prepared, and that is explicitly supported by inspection evidence. In practical terms, this usually comes down to three things by the end of Year 6, secure literacy, confident numeracy, and the habits that help pupils cope with larger settings and multiple teachers.

Because the school is in Haringey, families typically move into the local authority secondary transfer process in Year 6, and pupils progress to a range of schools depending on preference, distance, and admissions criteria. Devonshire Hill also flags secondary admissions deadlines alongside its own admissions guidance, which is helpful for families managing multiple timelines.

Reception entry is coordinated through Haringey Council rather than directly through the school. For September 2026 entry, applications open on 01 September 2025 and the deadline is 15 January 2026. Offer day is 16 April 2026, with an acceptance deadline of 30 April 2026.

A key point for nursery families is that attending the nursery does not guarantee a Reception place. The school states clearly that families must still complete a Reception application through the local authority, even if a child already attends the nursery.

Demand is real. The most recent admissions data available shows 72 applications for 38 offers for the relevant entry route, which works out at about 1.89 applications per place, and the school is recorded as oversubscribed. The implication is straightforward, families should treat Reception entry as competitive and plan a realistic set of preferences.

For visits, the school promotes bookable tours and has also published information indicating open day tours are commonly offered during term time.

Parents checking the practical likelihood of a place often use distance tools. FindMySchool’s Map Search can help families understand how close they are to the school relative to other local options, but always cross-check against the local authority’s published admissions rules.

Pastoral practice is described as responsive, with staff resolving problems and bullying effectively, and pupils reporting they have trusted adults to turn to. Safeguarding arrangements are also confirmed as effective in the most recent inspection evidence, supported by strong knowledge of pupils and families, regular leadership discussions on wellbeing, and partnerships with external professionals when needed.

For children with additional needs, the school describes working closely with relevant agencies such as speech and language therapy, occupational therapy, educational psychology and Child and Adolescent Mental Health Services (CAMHS), depending on the child’s profile. The practical implication is that families should expect a mainstream setting that coordinates support, rather than a specialist unit, and should discuss thresholds and referral routes early if needs are complex.

A good sign here is that enrichment is not presented as generic. Inspection evidence points to workshops and clubs designed to develop confidence, with examples including dance, chess and boxing. That matters because confidence-building activities are usually where quieter pupils start to find their voice, and where sporty pupils learn discipline beyond the pitch.

There are also school-specific features that give extracurricular life a local flavour. The March Wood forest area is singled out as making a real difference to learning experiences, which suggests outdoor learning is a meaningful strand rather than a once-a-year add-on. For primary-aged children, that kind of routine outdoor provision can be a real asset, especially for pupils who learn best through movement, talk, and practical exploration.

On the co-curricular side, the school’s communications give examples of structured club activity such as radio club and clay modelling club, plus multi-sports. There is also evidence of partnership activity with a local post-16 institution, for example a Year 4 science club offered through the London Academy of Excellence Tottenham. This sort of link can widen pupils’ sense of what “school learning” can look like, especially for STEM-curious children who benefit from a change of setting.

Start and finish times vary slightly by phase. Reception runs 8:55am to 3:05pm, while Years 1 to 6 run 8:55am to 3:15pm. Nursery session times differ by offer type, including a 30-hours pattern of 9:00am to 3:00pm.

Wraparound care is available. Breakfast club runs 7:45am to 8:45am. After-school provision is available from the end of the school day, and the school has recently communicated a change in wraparound provider from late January 2026, with published club times for the new provision. If wraparound care is central to your family logistics, confirm the current provider, session times, and booking process before relying on it.

The school sits just off White Hart Lane, which typically works well for families walking from nearby streets and using local bus routes.

• Oversubscription pressure. The latest available admissions figures indicate more applications than offers, at about 1.89 applications per place for the relevant entry route. Plan preferences carefully and keep a realistic backup list.

• Nursery is not a guaranteed pipeline. Children in the nursery do not automatically move into Reception; families must apply through Haringey’s Reception process on the same basis as everyone else.

• Curriculum development in foundation subjects. The most recent inspection evidence highlights the need to tighten progression from early years into later years in some subjects, and to strengthen subject knowledge where it is less secure (physical education was one example).

• Wraparound arrangements can change. The school has published updates about changes to wraparound provision from January 2026. Families who depend on childcare either side of school should double-check the latest setup and costs.

Devonshire Hill is a strong Haringey community primary for families who want clear academic focus, a sustained reading culture, and a wider offer that includes forest learning and confidence-building enrichment. Best suited to local families looking for a mainstream school with good behaviour norms, strong outcomes relative to England averages, and practical wraparound options. The limiting factor is admission rather than education, so families should approach the Reception process early and tactically.