Hampton Junior School

Inspection of Hampton Junior School Percy Road, Hampton TW12 2LA

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Previous inspection grade Good 11 and 12 June 2024

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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.

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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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.

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better?

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.

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better?

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 11 and 12 June 2024

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tectonic plates and earthquakes. Staff ensure that any misconceptions are corrected quickly and effectively.

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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.

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at 11 and 12 June 2024

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any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 11 and 12 June 2024

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School details

Appropriate authority The governing body

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School details

Chair of governing body Jane Fallon (co-chair) Mary Buxton (co-chair) Headteacher Helen Lockey (executive headteacher)

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School details

Dates of previous inspection 28 and 29 March 2023, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Hampton Primary Partnership with Hampton Infant School.  The school does not use any alternative education providers.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: reading, mathematics, art and design and geography. For each deep dive, they discussed the curriculum 11 and 12 June 2024

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with subject leaders, visited a sample of lessons, looked at pupils’ work, spoke to teachers, and spoke to some pupils about their learning.  Inspectors also considered the curriculum in other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors held meetings with the headteacher and other senior leaders. Inspectors also met with leaders with responsibility for behaviour, SEND provision and pupils’ personal development.  Inspectors met with members of the governing body and a local authority representative.  Inspectors considered responses to Ofsted’s online surveys for parents, staff and pupils.

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Inspection team

Susan Maguire, lead inspector His Majesty’s Inspector

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Inspection team

Matea Marcinko His Majesty’s Inspector 11 and 12 June 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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