Hamilton Primary School

Inspection of Hamilton Primary School Constantine Road, Colchester, Essex CO3 3GB

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Outstanding

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since November 2014. Since September 2024, schools have not been awarded an overall effectiveness grade. 7 and 8 January 2025

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What is it like to attend this school?

Pupils enjoy attending this happy and welcoming school. They know the school’s values, for example honesty and effort. The school celebrates and discusses these values in assemblies. Pupils can therefore describe the importance of them and know how to demonstrate them in daily life.

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What is it like to attend this school?

Pupils know that the staff have high expectations of them. They enjoy their learning because teachers make it interesting. Pupils confidently discuss and share what they have been learning. In lessons, they contribute to discussions and thrive on answering questions. Overall, pupils achieve well.

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What is it like to attend this school?

Pupils have strong relationships with staff. They have trusted adults throughout the school and know that if they have a problem, staff will help to sort it out. Therefore, any behaviour issues are dealt with quickly and effectively.

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What is it like to attend this school?

There are a range of clubs and sports teams available for pupils to develop their interests. Pupils can take on a role in the school council or as an Eco-warrior, all of which helps to develop their confidence and leadership skills. Pupils have contributed towards the local area through a litter picking session and the choir singing carols to local elderly residents.

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

The school has an ambitious and well-planned curriculum, which ensures that pupils are building on their knowledge from the early years. Staff have detailed subject knowledge, which enables them to model and present information clearly. Staff question pupils carefully to ensure that they understand what they are being taught. Staff regularly take the time to ensure that pupils have retained knowledge and are ready to build on it even further. This leads to strong outcomes in national tests and assessments at the end of Year 6.

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

Most pupils with special education needs and/or disabilities (SEND) achieve well at the school. However, some support for a few pupils with SEND is not well matched to their specific needs. Consequently, these pupils do not make as much progress as they could. Recently, staff have started training in order to provide the requisite support for certain SEND needs, as the school recognised that this was needed. The school works closely with a number of external agencies to ensure that it has the right provision in place for pupils with more challenging needs.

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

The school prioritises reading. Phonics is taught consistently well from the early years. Staff check pupils’ phonics knowledge regularly to ensure that they are working at the right level. If pupils need additional support, then they get this. Pupils read books that match the sounds they are learning so that they can practise using their phonics knowledge. Parents receive regular updates about their child’s learning and progress so they can support at home. Pupils continue to practise their reading skills as they move through the school. They talk confidently about the books, topics and authors they enjoy 7 and 8 January 2025

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reading. Pupils know that they have 25 books in each year group that teachers suggest they should read. Most pupils are confident and fluent readers by the end of Year 6. Staff understand and follow the behaviour policy well. Staff use the policy to motivate and encourage pupils, for example through the use of positive praise. The school is quick to respond to any trends or patterns identified in behaviour and puts in appropriate interventions. These have proven successful in reducing behaviour incidents. Attendance is also given high priority. Any pupil who struggles to come to school has a carefully thought-through plan put in place to ensure that their attendance improves.

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The school has a wide-ranging personal development offer alongside a clear personal, health and social education curriculum. Pupils are aware of individual differences, and they explore these through assemblies and in lessons. As a result of this learning, pupils asked for a sign language club so that they could support pupils who are hard of hearing. Pupils have clear knowledge of how to stay physically and mentally well. They understand the benefits of exercise and reading as part of this.

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Staff enjoy working at the school. Their workload and well-being are carefully considered by leaders, and they are well supported. The school collaborates with other local schools and supports them when necessary. The school is reflective and constantly grows from feedback given. Governors have a broad skill set and know their roles and responsibilities well. They are thorough in ensuring they fulfil these roles. Parents are positive about the experience that their children receive at the school and know staff will address any concerns they raise.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The support provided for a small number of pupils with SEND is not as well matched to their specific needs as it could be. This means that these pupils do not make as much progress in their learning as they could. The school should ensure that the support provided to pupils with SEND is based on an accurate understanding of their needs and that staff who work with these pupils have a secure understanding of how to deliver this provision.

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How can I feed back my views?

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. 7 and 8 January 2025

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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 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). 7 and 8 January 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 19 and 20 November 2014, under section 5 of the Education Act 2005

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Information about this school

 The school uses three unregistered alternative provisions.  The school manages its own breakfast and after-school clubs.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 7 and 8 January 2025

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 The lead inspector spoke with members of the governing body. The lead inspector also spoke with the school improvement adviser from the local authority.  The inspectors carried out deep dives in these subjects: early reading, mathematics, physical education, religious education and art and design. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work.  Inspectors also considered the curriculum in some other subjects.  Inspectors also spoke to school leaders, including those responsible for SEND, behaviour, attendance and personal development.  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

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safeguarding that puts pupils’ interests first.  Inspectors gathered and considered the views of pupils, parents and staff. This included considering the responses to the online survey for parents, Ofsted Parent View, including the free-text comments.

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Inspection team

Katie Devenport, lead inspector His Majesty’s Inspector

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Inspection team

Sue Cox Ofsted Inspector 7 and 8 January 2025

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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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