Hampton Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish at Hampton Junior School. They benefit from highly positive experiences and achieve exceptionally well.

This is because the school has the highest expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Published outcomes in reading and mathematics are consistently high.

Pupils are very well prepared for the next stage of their education.

They enjoy numerous opportunities to celebrate who they are and to be successful. Pupils have trusting relationships with each other and with staff. They feel safe.

Bullying is not tolerated, and if it happens, pupils are confident that staff will deal ...with it quickly and fairly. Behaviour is exemplary.

Pupils respond well to clear and consistently applied routines.

They value the acknowledgement and praise they receive for their hard work and achievements. As a result, pupils adopt a positive mindset. They see challenges or setbacks as an important part of learning.

Staff encourage pupils to take on responsibilities, for example, as a member of the sports crew, student council or being a 'maths mentor' supporting younger pupils. Pupils appreciate the huge range of extra activities they can choose to attend. These include many sports and other clubs such as chess, art and coding.

What does the school do well and what does it need to do better?

The school has a rich and ambitious curriculum. It is well-sequenced, enabling pupils to build up their knowledge as they move through the school. For example, in art, pupils in Year 3 are taught how to use the different grades of leaded pencils in sketching.

By Year 5, they apply different techniques to their Tudor portraits. In mathematics, older pupils enjoy grappling with more complex problem-solving activities and in science leaders have included many practical activities in their curriculum.

Reading is at the heart of the school's work.

Leaders identify any pupils who need help to catch up and make sure they get swift and carefully planned support from well-trained staff. This includes a strong focus on phonics and a range of targeted interventions. This results in pupils, including those with SEND, becoming confident and enthusiastic readers.

The school exposes pupils to a diverse range of high-quality texts and authors.

Teachers have strong subject knowledge. They present information carefully.

For example, in physical education, teachers give clear instructions on how to get better at playing cricket by directing the bat towards open space and keeping their eye on the ball. Teachers check that pupils have learned and remembered what they have been taught. Pupils consistently use specialist vocabulary with confidence.

For example, in geography, pupils can explain how volcanoes erupt using key words such as 'magna' and 'lava' and why 'pressure' and 'friction' are key to understanding tectonic plates and earthquakes. Staff ensure that any misconceptions are corrected quickly and effectively.

The school identifies the needs of pupils with SEND with precision.

Leaders are ambitious for these pupils and ensure that they follow the same curriculum as their peers, with adaptations to teaching if needed. As a result, these pupils achieve exceptionally well.

The school has put in place a well-thought-through and age-appropriate programme to support pupils' personal development.

Staff encourage pupils to debate a wide range of topics and consider others' points of view. Pupils are taught how to stay safe in the local area by being aware of their proximity to the river and railway line. Leaders ensure that all pupils can take part in activities and visit places that enrich their understanding of the curriculum.

This includes trips to see Tudor portraits in Hampton Court and drama company workshops on the Egyptians.

Leaders have effective systems for ensuring that pupils attend school regularly and on time. As a result, attendance levels are high for all groups of pupils.

Staff are proud to work in a school that cares for them as individuals. They appreciate the many professional development opportunities on offer. Governors fulfil their statutory responsibilities well.

They hold leaders to account for the quality of education at the school and consider staff welfare. Parents and carers are exceptionally positive about their child's experiences at school.

Safeguarding

The arrangements for safeguarding are effective.

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