Hunton Church of England Primary School

Hunton Church of England Primary School

Address: Bishops Lane, Hunton, Maidstone, Kent, ME15 0SJ Unique reference number (URN): 118726

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils achieve well and are prepared effectively for their next steps. Attainment in the end of key stage 2 national tests is typically high, and pupils also achieve securely across the breadth of the curriculum. All groups of pupils, including disadvantaged pupils, make secure progress in all subjects. Pupils develop age-appropriate knowledge and skills that enable them to produce high-quality work and support future learning.

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Achievement Strong standard

Across the curriculum, there is a clear focus on building skills and revisiting prior learning so that knowledge is retained and applied confidently. Pupils recall previous learning securely and make meaningful links within and across subjects. The school’s emphasis on explicit vocabulary teaching enables pupils to access texts with increasing confidence and success, supporting them to become fluent readers. In writing, pupils apply the skills they develop to produce longer pieces of work to a high standard, demonstrating their growing control and accuracy.

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Curriculum and teaching Strong standard

Teaching across the school is consistently effective and inclusive. Teachers and additional adults demonstrate secure subject knowledge and use well-judged questioning, clear modelling and carefully chosen examples to deepen pupils’ understanding and address misconceptions. Assessment is used thoughtfully to identify pupils’ needs and to put timely support in place, helping to reduce barriers to learning and ensure pupils keep up with their peers.

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Curriculum and teaching Strong standard

The curriculum is coherent, ambitious and logically sequenced. Leaders have mapped clear progression across subjects so that knowledge and skills build securely over time. As most classes are mixed age, leaders make well-considered decisions about curriculum delivery. They carefully plan when pupils learn together and when content is taught separately. For example, in handwriting, pupils who are new to key stage 1 are taught different skills from older pupils in the class who already have secure prior experience. This ensures that learning is closely matched to pupils’ stage of development.

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Curriculum and teaching Strong standard

There is a sustained emphasis on developing core skills. Early reading and mathematics are taught with consistency. As pupils grow in confidence with reading, staff provide targeted support to develop fluency further. Vocabulary is prioritised across the curriculum, with pupils revisiting prior learning and practising subject-specific language to deepen understanding.

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Early years Strong standard

Provision in the early years is carefully structured and supports children to make a very positive start to school life. Clear routines help children develop the skills they need to manage their behaviour, regulate their emotions and build positive relationships. This creates a secure environment where children feel safe and ready to learn. Staff know children well and identify their needs quickly. Where additional support is required, including for children with special educational needs and/or disabilities, adaptations to the curriculum are planned thoughtfully. This ensures that children access learning alongside their peers and at an appropriate level. Adults proactively support children who need additional help so that they build the skills and confidence needed to participate fully in school life.

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Early years Strong standard

Staff interactions are purposeful and very effective. Adults use regular opportunities to develop children’s vocabulary and spoken language, modelling accurate language and correcting errors sensitively. Questioning is used well to promote thinking and reasoning. Foundational skills are prioritised, with a high focus on early reading, language development, fine motor skills and early mathematics. The indoor and outdoor environments reflect curriculum priorities and offer regular opportunities to practise these skills. Children develop early writing skills well, using known sounds to write phonetically plausible words and showing enthusiasm for writing across areas of learning.

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Inclusion Strong standard

Leaders’ rigorous and well-embedded approach to inclusion is a clear strength of the school. This is underpinned by robust systems to identify pupils’ needs and check the impact of support. These systems allow leaders to review provision across the school, improve strategies so they meet pupils’ needs more closely and make sure resources and funding are used well. Plans to meet pupils’ needs are precise, reviewed regularly and adapted promptly, including through changes to strategies or by accessing external support where needed.

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Inclusion Strong standard

Staff know pupils well and address their needs through a combination of targeted support and wider whole-school approaches. For example, leaders have raised the profile of reading for disadvantaged pupils. Leaders have also considered how strategies which support pupils with some types of special educational needs and/or disabilities can benefit all pupils. For example, staff have received training to make the structure of spoken and written language clear within their teaching, supporting pupils to communicate more effectively.

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Inclusion Strong standard

Parents and carers are consulted regularly, and pupils’ views are used to shape future planning. Leaders work closely with external agencies, including social care and the virtual school, to ensure that vulnerable pupils receive timely and appropriate support. Leaders also use alternative provision effectively.

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Leadership and governance Strong standard

Leaders have high expectations for all pupils. They have a precise understanding of pupils’ needs and work with determination to secure very positive outcomes, particularly for the vulnerable pupils and their families. Leaders have a detailed understanding of the school’s context and the needs of their community that informs their work very positively. They use data systematically and with insight to inform decisions and evaluate the impact of provision, particularly in relation to inclusion.

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Leadership and governance Strong standard

Leaders introduce improvement in a measured and collaborative way, taking staff with them as change is implemented. Staff speak positively about their leaders. They appreciate leaders’ clear focus on staff wellbeing and workload. Professional learning is well planned, aligned closely to school priorities and supported by a culture of professional dialogue and peer support, enabling staff to refine their practice. As a result, staff are part of an ongoing culture of improvement with the achievement and wellbeing of pupils at its heart.

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Leadership and governance Strong standard

Leaders engage effectively beyond the school through moderation, collaboration and professional networks. The school is outward facing and well regarded within local partnerships. Leaders often share effective practice with other schools. Leaders have been tenacious in securing additional funding to improve the school environment, enhancing the quality of pupils’ learning and play environments. Parents and carers’ comments about the school typically reflect their high appreciation of the school’s inclusive ethos, pastoral care and enriching opportunities on offer for pupils.

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Leadership and governance Strong standard

Governance is committed and knowledgeable. Governors meet statutory duties securely and provide consistently effective support and challenge, particularly in relation to staff wellbeing, safeguarding and inclusion. Their visibility and engagement contribute positively to the school culture. Governors have a strategic understanding of the school's priorities and focus on where their support and challenge can have the most impact on pupils’ outcomes. They recognise attendance as a key priority and work proactively alongside school leaders to ensure that barriers to attendance are identified and addressed effectively.

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Personal development and wellbeing Strong standard

The school’s personal development and wellbeing provision is rich, inclusive and clearly aligned with its vision. This work has a very positive impact on pupils’ confidence, resilience and relationships. A wide range of well-chosen experiences strengthens the offer. Leaders use funding carefully to ensure that all pupils, including disadvantaged pupils, are able to participate fully. Pupils speak with enthusiasm about the exciting opportunities available at the school, describing how these help them to challenge themselves and step beyond their comfort zone.

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Personal development and wellbeing Strong standard

The personal, social, health and economic curriculum is comprehensive and well implemented. Consequently, pupils demonstrate secure knowledge of equality, healthy relationships and how to keep themselves safe. This includes an embedded understanding of online and personal safety, which is reinforced effectively through regular input from external visitors. For example, pupils learn about travelling safely at nearby level crossings. Pupils can clearly articulate what action to take if they feel unsafe and show confidence in applying this learning beyond the classroom.

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Personal development and wellbeing Strong standard

Leaders place a high priority on widening pupils’ cultural experiences. A comprehensive and well-planned programme of visits, visitors and enrichment activities supports this aim. Pupils benefit from sporting challenges and ambitious visits, including whole-school visit to the zoo and the Reception class visit to London. Visitors with a range of lived experiences help pupils to understand complex issues. Pupils demonstrate a secure understanding of fundamental British values, such as democracy and the rule of law, which is strengthened further through engagement with visitors from the legal system, including a member of parliament.

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Personal development and wellbeing Strong standard

All pupils have opportunities to take on leadership roles throughout their time at the school, supporting the development of responsibility and self-belief. Pastoral support is a notable

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Expected standard

strength. Pupils know who to approach if they need help and speak confidently about available support, including the 'Hunton Helpline', the wellbeing warriors and their trusted adults. Targeted mental health support is in place for pupils who require additional help.

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Attendance and behaviour Expected standard

Although pupils’ attendance has been below the national average in recent years, there is an improving trend in both overall attendance and persistent absence. This improvement continues into the current academic year. Leaders place a clear and determined focus on improving attendance and work closely with pupils and their families to address barriers. For some individual pupils, this work has led to a significant improvement in attendance. However, leaders do not yet track actions taken or evaluate their impact consistently at the earliest stages of attendance decline. As a result, leaders are not always able to demonstrate fully the effectiveness of early support.

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Attendance and behaviour Expected standard

Pupils’ behaviour is delightful. It plays a significant part in the inclusive and caring culture that leaders have developed at the school. Serious behaviour incidents, including bullying, are very rare and are dealt with promptly and effectively. Pupils interact respectfully and thoughtfully. Older pupils act as positive role models and readily support their younger peers, for example when supporting them in the dining hall at lunchtime. In lessons, pupils are focused and motivated to learn, which contributes to the positive achievement seen at the school. Clear routines and high expectations from staff enable pupils to sustain their positive behaviour throughout all times of the school day.

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What it's like to be a pupil at this school

At Hunton Church of England Primary School, pupils love the small size of their school. They see it as a safe place where everyone knows one another well. They speak warmly about the kindness shown by staff and pupils and the wide range of opportunities available to them. Behaviour is consistently excellent across the school. This is firmly established from the early years, where children cooperate well, show care for one another and develop positive attitudes to learning.

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What it's like to be a pupil at this school

Pupils understand the school’s values very well. These shape daily life at the school. The annual ‘vision and values day’ also provides memorable opportunities for pupils to put these values into practice. For example, pupils reflect on perseverance through obstacle course challenges and demonstrate compassion through acts of kindness. Social times are joyful, with pupils of all ages playing happily together. Older pupils appreciate the significant improvements made to the playground during their time at the school, including new gym equipment and the school garden where flowers and vegetables are grown.

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What it's like to be a pupil at this school

Pupils enjoy their learning. Teachers explain new ideas clearly and take time to break learning down more when needed, which helps pupils to understand and succeed. Pupils also make effective use of classroom displays and resources to support their learning. Reading has a high profile across the school. Pupils know it is valued and enjoy regular visits to the local library. They take pride in the school’s success as a 2025 summer reading challenge winner.

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What it's like to be a pupil at this school

Pupils also benefit from a wide range of experiences beyond the classroom, including meaningful opportunities in the local area. For example, pupils fondly recall writing poems and delivering them to neighbours, taking pride when community members later visited the school to offer their thanks. They visit the parish church for services, including the recent Easter service where all pupils were able to share their reflections with the school community. Attendance continues to improve over time, with fewer pupils persistently absent.

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Next steps

Governors should ensure that their support and challenge are sharply focused on the school’s identified priorities for improvement, including attendance, so that leaders are held to account effectively. Leaders should strengthen how they intervene early when attendance shows signs of decline, so that pupils’ attendance continues to improve in line with national averages.

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About this inspection

The chair of the board of governors in this school is Iain Simmons.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, other school leaders and members of the governing body, including the chair, during the inspection.

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About this inspection

Inspectors also spoke to representatives of the local authority and the diocese and spoke with pupils, staff, parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. The last section 48 inspection was carried out in March 2024.

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About this inspection

The school uses one registered alternative provision.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 28 April 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 69% 62% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 75% 72% Close to average

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average

2022/23 (final) 76% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 69% 74% Close to average

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average

2022/23 (final) 76% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2022/23 (3 term) 5.8% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2022/23 (3 term) 17.9% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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