Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Mr Andy Lyons Hampton Hargate Primary School Hargate Way Peterborough PE7 8BZ

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Subject inspection of Hampton Hargate Primary School

Following my visit to your school on 8 November 2019, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the inspection findings. The findings do not change the overall effectiveness judgement of outstanding from the last section 5 inspection.

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Subject inspection of Hampton Hargate Primary School

This inspection was conducted under section 8 of the Education Act 2005 and in accordance with Ofsted’s published procedures for a no formal designation inspection of schools. The inspection was carried out to enable Her Majesty’s Chief Inspector to better understand the quality of education in specific subjects provided by outstanding primary schools.

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Main findings

Ensuring that pupils have access to a high-quality history curriculum is a top priority at your school. Leaders make very clear to teachers the history that pupils should learn. History content is woven well in to topic work and learning in other subjects, such as mathematics and music. This curriculum develops pupils’ knowledge of key historical figures and of the history of their local area. Pupils consider change and continuity over long periods of time, such as when examining the reasons for immigration during different eras.

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Main findings

Pupils enjoy studying history. They value experiences outside of the classroom, such as viewing original Bronze Age remains at Flag Fen. These experiences develop pupils’ understanding of key events because they closely link to what pupils have learned. Pupils regularly use the wide selection of history books in the library to help them write detailed and thoughtful accounts of events such as the Gunpowder Plot.

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Main findings

Teachers’ subject knowledge is strong. They plan imaginative lessons and explain complex ideas clearly to pupils. Typically, teachers sequence activities appropriately and plan tasks that help pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), to build on what they already know. Teachers’ questioning helps to check and reinforce pupils’ understanding. It prompts pupils to think about why things happened and the difference they made.

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Main findings

You have identified that the curriculum does not fully promote older pupils’ ability to make connections between things that they have learned or to think as deeply about causation, change or significance as they might. To tackle this, you are reviewing curriculum plans to make more explicit the historical concepts that pupils will revisit over time in different contexts. You are planning further opportunities for older pupils to write higher-quality written responses to historical questions, reflecting the debates that exist in the subject. In addition, you are changing the way teachers use assessment. This is helping teachers to be clearer about what pupils can remember, and pupils to understand better how to improve in history.

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Main findings

Teachers are very well supported by the history subject leader. They value the detailed curriculum plans and high-quality resources that are provided for them.

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Evidence

During this visit, I met with you, other senior leaders, the subject leader for history and a group of teachers to talk about the history curriculum. I visited lessons and met with a group of pupils to talk about their history learning. I evaluated work in pupils’ books. I examined curriculum planning and other relevant documentation.

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Context

Hampton Hargate is larger than the average-sized primary school. There are 630 pupils on roll. Most pupils are White British. The proportion of pupils who speak English as an additional language is above the national average. The proportions of pupils who are disadvantaged or with SEND are below the national averages. Staffing at the school is stable.

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Context

I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Peterborough. This letter will be published on the Ofsted website.

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