Hampton Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils' well-being is at the heart of Hampton Primary.

Each aspect of school life is designed around pupils' social and emotional development. Staff know the pupils very well. Relationships are warm, caring and nurturing.

Pupils enjoy school. Bullying is rare, and if it does happen, pupils trust the adults to sort it out.

Pupils' behaviour and conduct are guided by the school's core values of kindness, resilience, reflection and aspiration.

Pupils are polite and respectful. In the early years and in lessons, they are engaged and focused. They have positive attitudes to their learning.

This supports pupils to achieve the school's high expecta...tions for their learning.

The provision for pupils' personal development is exceptional. The school's work on mental health enables pupils to recognise and manage their emotions and feelings.

Pupils build their character and leadership skills through the varied roles of responsibility available. These include being an eco-warrior, part of the school council or sports crew, a play ranger or a pupil ambassador. The wide range of extra-curricular clubs, trips and visitors enrich pupils' learning.

Becoming a positive citizen of society is promoted through activities such as charity work, litter picking on the local beach, enterprise events and singing in the local care home.

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

The school's ambitious curriculum begins in the early years, where children get off to a great start. Children fully immerse themselves in the purposeful learning and play activities available.

Highly skilled adults use each interaction as a learning opportunity. There is a sharp focus on ensuring children's readiness for the next stage of their education.

The school prioritises reading.

From the Reception Year, there is a consistent approach to the teaching of phonics. Pupils read books that are closely matched to the sounds they know. The school quickly identifies any pupil that is at risk of falling behind and puts support in place.

The reading curriculum is based on high-quality texts. Reading lessons for older pupils focus on specific skills. Changes to the teaching of reading have been made in response to the provisional 2024 published outcomes, which were lower than they should be.

For example, the school is focusing specifically on developing pupils' fluency in reading. This is supporting pupils to become confident and fluent readers.

The school's curriculum has been carefully designed.

The key skills, knowledge and vocabulary have been identified. These build over time. However, recent changes to the curriculum mean that some aspects are not being implemented in line with the school's expectations.

Lessons provide opportunities for pupils to practise and recall prior learning, and teachers regularly check what pupils know. However, on occasion, the activities that pupils complete are not focused sharply enough on the intended learning. As a result, pupils do not always remember what they have been taught.

Pupils with special educational needs and/or disabilities (SEND) are supported well. Individual needs are quickly identified. Pupils with SEND are fully included, and learning is adapted effectively to meet their needs.

For some pupils with SEND who have more complex needs, the school's newly established 'woodland class' provides a bespoke curriculum to meet their needs.

Pupils' attendance has been a huge focus for the school. A dedicated attendance officer oversees the robust approach to tracking and checking any absences from school.

An abundance of initiatives and actions have been put in place to promote attendance. These include an attendance champion, pupil attendance superheroes and class mottos. These support pupils in understanding why it is important to be in school every day.

The well-being team provides family support to help overcome any barriers that prevent pupils from being in school. The school's work is showing a positive impact on pupils' overall attendance. However, there is still work to do as absence levels remain too high.

Pupils' broader development is comprehensive and integrated with the school's core values. For example, reflection is taught through assemblies and visitors to the school. The 'good morning club' provides opportunities for pupils to discuss and debate thoughts and ideas.

Pupils are taught how to keep themselves healthy and safe online. Their talents and interests are developed through workshops, events and visits, such as to the theatre. Pupils develop an understanding that everyone has the right to be treated with respect, and difference is celebrated.

The governing body, staff, pupils and their parents and carers are proud to be part of the 'Hampton family'. There is a shared commitment to set the pupils up with the skills they need for life. The governing body provides an effective balance of challenge and support to the school.

The school's work on well-being extends beyond the pupils to the staff and leaders too. Staff appreciate the consideration given to their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some aspects of the curriculum are not being implemented in line with leaders' expectations. Sometimes, the activities that pupils complete are not sharply focused on the intended learning. The school should ensure that subject leaders have greater oversight of the implementation and impact of the curriculum to make sure they are in line with expectations.

• Pupil absence remains high, particularly for disadvantaged pupils. These pupils are not fully benefiting from the education available. The school should continue to work with pupils and their families so that any barriers to attendance are overcome.

Also at this postcode