School WiselyBeta

Norfolk House School[1]

Independent · ages 2–11

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Headline results

No headline results are published for this school in the latest two years.

Results

No published data for this school.

Ofsted

Inspected by
Independent Schools Inspectorate (ISI)[2]

Inspected by the Independent Schools Inspectorate (ISI), not Ofsted. ISI publishes its reports on its own website (isi.net), not as open data, so they aren't shown here.

Competition to get in

Admissions

Sibling priority
The school offers siblings priority for entry to the school, but the onus is with parents to inform the school of any siblings they may wish to be considered for entry. 2026-10-14[3]
Sibling policy
Sibling Policy : The school offers siblings priority for entry to the school, but the onus is with parents to inform the school of any siblings they may wish to be considered for entry. 2026-10-14[3]

Character & practicalities

Type
Other independent school[1]
Ages
2–11[1]
Boys / girls
Mixed[1]
Sixth form
No[1]
Boarding
No boarders[1]
Capacity
260[1]
Local authority
Haringey[1]
Website
www.norfolkhouseschool.org[1]
Nursery classes
Has Nursery Classes[2]
Special classes
No Special Classes[2]
Section 41 (can be named in an EHC plan)
Not approved[2]
District
Haringey[4]
Postcode
N10 2EG[1]
URN
102165[1]

School details as recorded in Get Information About Schools on 14 Oct 2026.

Pupils

Number on roll
211 2024/25[5]
SEN support
19.9% 2024/25[5]
EHC plan
1% 2024/25[5]
Free school meals in the last 6 years
0% 2024/25[5]

Practicalities

Admissions contact
The admissions contact information includes a URL and a phone number, but no email address is provided in the document. 2026-10-14[6]

Routes to senior schools

No preferential route at 11+
Pupils sit each senior school's competitive entrance exams; no guaranteed or preferential place. Our close relationships with senior schools, combined with our deep understanding of each child as an individual, guide our discussions with parents and ensure that every pupil applies to the school best suited to them. 2026-10-14[7]

In the inspectors' and the school's words

Academic
Leaders implement a broad and balanced curriculum supported by detailed schemes of work that enable pupils to make good progress.[8]
Warmth
High quality relationships between adults and pupils promote an eagerness to learn and high levels of self-esteem.[8]
Pastoral care
Effective pastoral care supports pupils’ wellbeing.[8]
Behaviour
Pupils behave well both in lessons and when moving around the school.[8]
Learning support
Pupils who have special educational needs and/or disabilities (SEND) make good progress due to the tailored programme of support provided by appropriately trained staff[8]
Enrichment
Pupils engage in a comprehensive and varied extra-curricular programme which further enhances their knowledge and skills. There is a high level of uptake of after school clubs.[8]
Pupil voice
Leaders value pupils’ opinions and promote a sense of service towards others through activities such as the school council[8]
Independence
Older pupils learn a range of life skills, such as public speaking and first aid, which are designed to develop their confidence and independence as they prepare to transition to senior school.[8]
Collaboration
Older and younger pupils benefit from the regular buddy activities which leaders arrange.[8]
Structure
They respond positively to clear expectations of behaviour and the kindness and support that is consistently modelled by staff.[8]
Diversity
Staff adapt approaches to meet the needs of individuals and enable a diverse pupil body to feel included.[8]
Sport
Older pupils improve their fitness through physical education lessons, sports clubs and fixtures against other schools.[8]

Sources

  1. Department for Education: Get Information About Schools: all establishments. Period 2026-10-14, published 2026-10-14. Publication page. Data file. Licence: OGL-3.0.
  2. Department for Education: Get Information About Schools: all establishments (independent schools' inspectorate and provision). Period 2026-10-17, published 2026-10-17. Publication page. Data file. Licence: OGL-3.0.
  3. norfolkhouseschool.org: norfolkhouseschool.org — NKH Admissions Policy 26-27-1 (PDF). Period 2026-10-14. Licence: copyright-quoted.
    Quotes (2)
    The school offers siblings priority for entry to the school, but the onus is with parents to inform the school of any siblings they may wish to be considered for entry. (p. 6)
    Sibling Policy : The school offers siblings priority for entry to the school, but the onus is with parents to inform the school of any siblings they may wish to be considered for entry. (p. 6)
  4. Office for National Statistics: Parish to Ward to Local Authority District (May 2026) Lookup in EW. Period 2026-05-01. Publication page. Data file. Licence: OGL-3.0.
  5. Department for Education: Compare School Performance download: School census. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  6. norfolkhouseschool.org: norfolkhouseschool.org — Admissions. Period 2026-10-14. Licence: copyright-quoted.
    Quote
    T: +44 (0)20 8883 4584 (p. 1)
  7. norfolkhouseschool.org: norfolkhouseschool.org — Preparation. Period 2026-10-14. Licence: copyright-quoted.
    Quote
    Our close relationships with senior schools, combined with our deep understanding of each child as an individual, guide our discussions with parents and ensure that every pupil applies to the school best suited to them (p. 1)
  8. reports.isi.net: reports.isi.net document (PDF). Period 2026-10-14. Licence: copyright-quoted.
    Quotes (14)
    Older pupils improve their fitness through physical education lessons, sports clubs and fixtures against other schools (p. 7)
    High quality relationships between adults and pupils promote an eagerness to learn and high levels of self-esteem (p. 3)
    Leaders implement a broad and balanced curriculum supported by detailed schemes of work that enable pupils to make good progress (p. 6)
    Effective pastoral care supports pupils' wellbeing (p. 5)
    Standards relating to pupils' physical and mental health and emotional wellbeing are not met (p. 4)
    Pupils behave well both in lessons and when moving around the school (p. 7)
    Staff adapt approaches to meet the needs of individuals and enable a diverse pupil body to feel included (p. 3)
    They respond positively to clear expectations of behaviour and the kindness and support that is consistently modelled by staff (p. 7)
    Pupils engage in a comprehensive and varied extra-curricular programme which further enhances their knowledge and skills (p. 6)
    There is a high level of uptake of after school clubs (p. 6)
    Leaders value pupils' opinions and promote a sense of service towards others through activities such as the school council (p. 9)
    Older pupils learn a range of life skills, such as public speaking and first aid, which are designed to develop their confidence and independence as they prepare to transition to senior school (p. 9)
    Older and younger pupils benefit from the regular buddy activities which leaders arrange (p. 3)
    Pupils who have special educational needs and/or disabilities (SEND) make good progress due to the tailored programme of support provided by appropriately trained staff (p. 3)