The Willow Primary School

A two-form entry primary on Adams Road, serving Tottenham families from nursery age through to Year 6, The Willow sits inside the Broadwaters Inclusive Learning Community, alongside Broadwaters’ Children’s Centre and The Brook Special Primary School. The current campus was officially opened in July 2014, designed to bring mainstream, early years, and specialist provision close together in one coherent setting.

In the current 2024-25 / 2025 dataset, 60% of pupils met the expected standard in reading, writing and mathematics combined, with 10% at the higher standard. Reading, maths and GPS average scaled scores are 105, 104 and 106 respectively.

The latest Ofsted inspection (28 and 29 March 2023) concluded that the school continues to be Outstanding.

The Willow’s identity is tied closely to inclusion and community. That is not just branding, it is reflected in how the school describes its values and how external review material characterises daily expectations for pupils and staff. A core idea is that positive relationships and an explicit respect for diversity are operational, meaning they show up in routines, behaviour expectations, and how adults talk about learning and belonging.

Being part of a wider inclusive learning campus matters for families. Practically, it places a mainstream primary, a special primary, and a children’s centre in close partnership, which can make transitions and shared services easier to coordinate. It also helps explain why wraparound provision is so prominent in the school’s public information. The extended school offer is presented as a structural feature, not an optional add-on, with opening hours stretching well beyond the core school day for many pupils.

Leadership is currently structured around co-headship. School communications and official establishment data list Dawn Ferdinand and Sarah Harris as Co-Headteachers. The wider local profile of the headship is also visible, including public recognition through the Pearson National Teaching Awards, which signals strong external confidence in leadership capacity and community impact.

This is a state primary, so the most relevant academic picture comes from Key Stage 2 outcomes and related scaled scores.

Headline outcomes (2024)

• Current KS2 outcomes. In the current 2024-25 / 2025 dataset, 60% of pupils met the expected standard in reading, writing and mathematics combined, with 10% at the higher standard. Reading, maths and GPS average scaled scores are 105, 104 and 106 respectively.

• Current KS2 outcomes. In the current 2024-25 / 2025 dataset, 60% of pupils met the expected standard in reading, writing and mathematics combined, with 10% at the higher standard. Reading, maths and GPS average scaled scores are 105, 104 and 106 respectively.

• Current KS2 outcomes. In the current 2024-25 / 2025 dataset, 60% of pupils met the expected standard in reading, writing and mathematics combined, with 10% at the higher standard. Reading, maths and GPS average scaled scores are 105, 104 and 106 respectively.

• Current KS2 outcomes. In the current 2024-25 / 2025 dataset, 60% of pupils met the expected standard in reading, writing and mathematics combined, with 10% at the higher standard. Reading, maths and GPS average scaled scores are 105, 104 and 106 respectively.

• Expected standard in grammar, punctuation and spelling: 66%

Scaled scores help show the shape of attainment across subjects: reading 105, maths 102, and grammar, punctuation and spelling 103. These are solid figures, with reading particularly strong.

Rankings context for parents

In the current 2024-25 / 2025 dataset, 60% of pupils met the expected standard in reading, writing and mathematics combined, with 10% at the higher standard. Reading, maths and GPS average scaled scores are 105, 104 and 106 respectively. FindMySchool's current ranking places the school 2,100th in England for primary outcomes and 23rd in Haringey.

A sensible way to interpret the data is to focus on the school’s clear strengths (high standard outcomes and reading) while also asking, during a visit, what is being done to keep attainment consistent across cohorts.

The most persuasive marker of teaching quality is not a slogan, it is what pupils routinely do. At The Willow, the academic story is strongest where it is most concrete: reading performance and higher standard outcomes suggest pupils are being moved beyond basic competence into deeper understanding, particularly in literacy.

The curriculum intent is described as broad and balanced, and the wider campus model reinforces the idea that learning should be accessible for a wide range of needs and starting points. When this works well, it shows up as three practical benefits for families:

1. pupils are expected to master knowledge securely rather than rushing on;

2. gaps are identified early and tackled through planned teaching, not last-minute intervention;

3. children with additional needs are expected to learn ambitiously, not simply be kept comfortable.

If your child thrives on clear routines and purposeful practice, the school’s emphasis on revisiting and consolidating learning is likely to feel supportive. If your child needs extra stretch, the higher standard outcomes imply that extension work exists and is successful for a meaningful minority of pupils.

As a Haringey primary, Year 6 families move into the borough’s coordinated secondary admissions system. Without the school publishing a specific “typical destination” list, parents should plan on two parallel actions:

• Use Haringey’s published secondary admissions guidance and timelines early, especially if you want to understand distance, sibling priority, or any faith-based supplementary requirements that might apply elsewhere.

• Ask the school how transition is handled in Year 6, including what information is shared with receiving schools and how pupils are prepared for the step up in independence, homework, and timetable complexity.

For many families, the best indicator of fit is how calmly and confidently pupils talk about the next stage. A strong transition process usually includes visits, question-and-answer sessions, and explicit teaching of organisational skills, not just a one-off assembly.

The admissions picture is straightforward in one respect and challenging in another. It is a state school with Local Authority coordinated admissions for Reception entry, but demand exceeds places.

Reception demand and competitiveness

For the most recent admissions:

• 169 applications for 59 offers, which is 2.86 applications per place

• First preference pressure is also apparent, with the proportion of first preferences to first preference offers at 1.4

• Demand level is listed as Oversubscribed

In practice, that usually means families should treat Reception entry as competitive and avoid assuming that living “fairly nearby” will be sufficient.

Key dates for September 2026 Reception entry (Haringey coordinated)

For Reception entry in September 2027 in Haringey, applications close on 15 January 2027, with offers issued on 16 April 2027.

Nursery and progression into Reception

The school has nursery provision on site, via the children’s centre partnership. It is important for parents to understand that there is no automatic right of entry into Reception simply because a child attends nursery provision first. Haringey’s admissions guidance is explicit on this point for community schools.

Pastoral strength here sits in two places: explicit values language, and the practical organisation of the day. When a school is serious about wellbeing, it tends to publish concrete routines around attendance, punctuality, and expectations, because these are the basic conditions for learning and calm classrooms. The Willow’s published guidance on lateness and absence is direct, and it reinforces a consistent message: showing up on time matters, and persistent lateness has consequences.

Ofsted also confirmed that pupils are kept safe and feel well supported by staff.

For parents, a useful line of questioning is not “is pastoral good?”, it is “what happens on a hard day?” Ask how behaviour is reset after an incident, what communication you can expect, and how the school supports pupils who struggle with regulation, transitions, or friendship issues.

The strongest extracurricular offers are the ones that name specific programmes and make participation logistically realistic for working families. The Willow does this through Broadwaters Extended School Service (BESS), which lists a weekly programme of clubs running 3.30pm to 4.30pm, with childcare afterwards until 6.00pm (Monday to Thursday), and a shorter day on Fridays.

What children can actually do

BESS lists a notably practical mix of activities, including:

• Forest School

• Taekwondo

• Swimming

• Street dance

• Photography

• Cookery

• Gymnastics

• Archery

• Drama

• Chess

The implication for parents is simple: enrichment is not limited to a small group of pupils who can be collected early or driven elsewhere. When clubs are integrated with childcare, pupils can try new things without families having to manage multiple pick-ups or separate providers.

Holiday provision is also part of the extended offer. The school notes that holiday clubs typically run four days per week, 10.00am to 3.00pm, and gives a clear indication of how eligibility can change the cost for families.

The published core school day is 8.45am to 3.15pm, with Reception finishing slightly earlier at 3.10pm to support sibling collection.

Wraparound care is a major feature. Breakfast club starts at 7.45am and is priced per day, with a lower advance-booked rate and a higher ad hoc rate. After-school childcare is described as running to 6.00pm Monday to Thursday and to 4.30pm on Fridays.

For travel, this is a Tottenham location on the Broadwater Farm area. The practical best step is to assess your own school-run route at the times you would actually travel, because congestion and bus reliability can vary sharply across a single borough. If you are planning for an older sibling too, factor in the earlier Reception finish time.

• Competitive entry. With 169 applications for 59 offers in the published results, demand is materially higher than supply. If you are relying on a place, build a realistic shortlist and submit on time.

• Current ranking. FindMySchool's current ranking places the school 2,100th in England for primary outcomes and 23rd in Haringey.

• Extended day expectations. Wraparound is a genuine strength, but it can create a long day for younger children. If your child finds fatigue difficult, ask how the school manages quiet time and decompression in clubs and childcare sessions.

• Nursery to Reception is not automatic. Families using nursery provision should still plan a full Reception application through the Local Authority route, on time, with realistic preferences.

In the current 2024-25 / 2025 dataset, 60% of pupils met the expected standard in reading, writing and mathematics combined, with 10% at the higher standard. Reading, maths and GPS average scaled scores are 105, 104 and 106 respectively. FindMySchool's current ranking places the school 2,100th in England for primary outcomes and 23rd in Haringey.

Who it suits: families who value a diverse community, strong wraparound provision, and an ambitious approach that expects pupils to secure knowledge properly, not just skim content. The main hurdle is admission, so shortlisting needs to be practical and deadline-driven.