|Name||Hampton Dene Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 January 2014|
|Address||Church Road, Tupsley, Hereford, Herefordshire, HR1 1RT|
|Religious Character||Does Not Apply|
|Number of Pupils||251 (54% boys 46% girls)|
|Number of Pupils per Teacher||17.0|
|Percentage Free School Meals||5.2%|
|Percentage English is Not First Language||1.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
This is an average-sized primary school. The overwhelming majority of pupils are White British; a much lower than average proportion are from minority ethnic groups and speak English as an additional language. The number of pupils who are eligible for pupil premium funding (pupils known to be entitled to free school meals, looked after by the local authority or from families with a parent in the armed services) is very small. The proportion of disabled pupils and those who have special educational needs supported at school action is lower than average. The proportion who are supported at school action plus or who have a statement of special educational needs is very high. The school maintains specially resourced provision for disabled pupils and those who have special educational needs on site. This takes the form of a Language and Communication Centre, currently containing 28 pupils. Pupils are frequently moved into this facility from other schools by the local authority at unspecified times during the school year. It has two classes for pupils with difficulties related to speech and language, and one class for pupils with difficulties on the autistic spectrum. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics.
Summary of key findings for parents and pupils
This is a good school. This is a well-regarded school where most pupils achieve well. This includes disabled pupils and those who have special educational needs in the main school and in the Language and Communication Centre. Teachers and their assistants work very effectively as a team, particularly with pupils who have acute learning needs, to make learning interesting for pupils. Teachers’ own enthusiasm for learning spills over onto the pupils and ensures that the great majority are attentive, enthusiastic and thoughtful in their learning. Behaviour is good and pupils thoroughly enjoy school. They feel safe in school and learn to be tolerant of others. The headteacher is a strong and experienced leader who is very well supported by his senior leadership team. Together they have brought about sustained improvements in pupils’ progress and teacher’s work. The teacher in charge of special educational needs keeps a close watch on pupils’ progress and leads this area of the school’s work very effectively. Governors are well informed about pupils’ achievement, discharge their responsibilities thoughtfully and maintain close links with the day-to-day life of the school. It is not yet an outstanding school because : The most able pupils are, on occasion, not sufficiently challenged, particularly in Key Stage 1. Although improving, achievement in writing is not as good as it is in other aspects of English, or in mathematics. Leaders have not ensured that teachers’ marking is sharp enough to show pupils how to reach consistently impressive levels of achievement, or to present their work as neatly as they should.