Schools & FE · Report card

Hawley Primary School

Inspected 9 Jun 2026 · published 8 Sept 2026 · URN 115913

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Summary

No overall grade in this frameworkSafeguarding met

Gareth Flemington (lead), Radhika Woodruff, Richard Blackmore

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Strong standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
9 Jun 2026
Inspectors verified
Gareth Flemington, Radhika Woodruff, Richard Blackmore
Postcode verified
GU17 9BH
Name on report verified
Hawley Primary School
Safeguarding verified
Met
URN verified
115913

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsStrong
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+81Very positivemore positive than 67% of reports of this type

In line with other reports of this type.

Praiseconsistentlyeffectivelyhigh expectationsstronghighly effectiveclearfeel safepositive

Criticismconcernsgapsnot alwayspersistent absenceerrorsnot preciseabsencesuspensions

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1545w+82
Leadership256w+78
Safeguarding51w−11
What needs to improve87w+59

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,939; about usual (typical 1698)
Reading level: Hard; Flesch 36, typical 43
Average sentence: 14 words
Next steps: 3; typical 3
Hedged sentences: 1%; “some”, “not always”, “most”…

Where the words go

Findings 52%Leadership 9%Safeguarding 2%What needs to improve 3%About the inspection 34%

Full report text

Hawley Primary School

Address: Hawley Road, Blackwater, Camberley, Surrey, GU17 9BH Unique reference number (URN): 115913

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Strong standard

Leaders place a clear priority on attendance and monitor it closely. They analyse patterns carefully and respond swiftly where concerns arise. Overall attendance is above national averages, including for disadvantaged pupils. Attendance for pupils with special educational needs and/or disabilities is in line with national figures. Leaders work effectively with families and external partners to remove barriers and support pupils back into school, including through adapted timetables where appropriate. Staff follow up absence promptly and communicate clear expectations. Persistent absence is reducing, including for key groups. Leaders' actions to secure improving punctuality are supporting an improvement in pupils' attitudes towards regular attendance.

p.2

Attendance and behaviour Strong standard

Pupils’ behaviour across the school is highly positive. Classrooms are calm, orderly and purposeful, allowing pupils to focus fully on their learning. Staff apply clear expectations consistently, which helps pupils remain engaged and motivated to succeed. Relationships are respectful, and pupils are polite and considerate towards staff and each other. Older pupils take pride in supporting younger children and taking on responsibility. Staff benefit from clear guidance and training, enabling them to manage behaviour effectively. When pupils need additional support, including through pastoral provision, this is provided thoughtfully. Incidents, including bullying, are dealt with quickly, and suspensions are rare and carefully managed.

p.2

Early years Strong standard

Children make an excellent start in the early years. Leaders place this phase at the centre of the school’s work and have high expectations for what children can achieve. They use detailed knowledge of children’s starting points to plan a well-sequenced curriculum that supports development across all areas of learning. Activities are carefully matched to children’s needs and interests, and staff identify and address gaps quickly so that children keep up well.

p.2

Early years Strong standard

Adults establish warm and trusting relationships. Clear routines help children to feel safe, settled and ready to learn. Staff use questioning, modelling and purposeful talk to guide learning. They extend children’s thinking and give time for reflection, supporting communication and language effectively. Staff seek out every opportunity to engage children in listening and speaking during their well-considered activities. This enables children to build confidence and social skills and practise using the new words they learn.

p.2

Early years Strong standard

Phonics is taught effectively through a structured programme. Children who need additional support receive focused teaching, enabling many to develop secure early reading skills. The impressive learning environment promotes independence, with engaging indoor and outdoor provision.

p.2

Early years Strong standard

Transitions are carefully planned, including for children with additional needs. Children, including those who are disadvantaged, achieve very well and are ready for the demands of Year 1.

p.2

Personal development and wellbeing Strong standard

Leaders have established a comprehensive and ambitious programme for pupils’ personal development that is embedded throughout daily school life and enriched through a wide range of experiences. This programme is carefully planned to ensure that pupils develop the knowledge, skills and attitudes needed to succeed beyond school. Pupils have a secure understanding of the school’s values and speak confidently about respect, fairness and equality. They demonstrate a clear awareness of British values and protected characteristics, which is reflected in the positive and respectful relationships seen across the school.

p.3

Personal development and wellbeing Strong standard

The personal development curriculum is well structured and supports pupils to reflect on their thoughts, feelings and actions. Through relationships and health education, pupils learn to manage their emotions, build healthy relationships and consider moral and ethical issues. Opportunities for discussion are frequent and purposeful, helping pupils to develop strong communication skills, confidence and resilience. Pupils are reflective and increasingly aware of the wider world.

p.3

Personal development and wellbeing Strong standard

Pastoral care is highly effective. Leaders know pupils well and provide targeted support, including through an emotional literacy support adviser. Dedicated wellbeing spaces such as ‘The Den’ and ‘Allsorts’ are valued by pupils and are highly effective. These help pupils to regulate their emotions and access learning successfully. Support is carefully reviewed and adapted to meet changing needs.

p.3

Personal development and wellbeing Strong standard

Pupils benefit from a rich range of opportunities beyond the classroom, including clubs, trips, leadership roles and community engagement. Leaders track participation closely to ensure that all pupils, including those who are disadvantaged, are fully included. As a result, pupils are confident, respectful and well prepared for the next stage of their education.

p.3

Achievement Expected standard

Pupils achieve well overall. They develop the knowledge and skills needed for the next stage of their education. Most pupils, including those who require additional support, make steady progress from their starting points. Foundational skills are taught effectively. In the early years and key stage 1, pupils develop secure phonics, early reading and mathematical understanding. They apply these skills across the curriculum through writing and problem- solving.

p.3

Achievement Expected standard

Pupils who need extra help, including those who do not pass the phonics screening check in Year 1, receive targeted support to address gaps. As a result, many improve over time. Pupils speak confidently and capably about their learning, applying their communication and language skills with fluency.

p.3

Achievement Expected standard

Published outcomes are broadly in line with national averages and improving over time. Attainment at the end of key stage 2 is less consistent, however, particularly for disadvantaged pupils. The school's multiplication check outcomes have also been below national figures, although current learning is improving rapidly.

p.3

Curriculum and teaching Expected standard

Leaders have designed a clear and well-sequenced curriculum that enables pupils to build knowledge securely over time. Staff have a strong understanding of pupils’ starting points and identify gaps early, particularly in reading, writing and mathematics. In the early years, children gain the essential knowledge and experiences needed to prepare them well for Year 1. A clear focus on communication and language underpins learning across the curriculum.

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Curriculum and teaching Expected standard

Teaching is typically effective. Staff explain new learning clearly and demonstrate secure subject knowledge. Lessons are planned carefully so that pupils, including those in mixed- age classes, can access learning successfully. Additional adults are deployed well to check understanding and provide timely support, helping to remove barriers to learning while maintaining high expectations. Phonics is taught consistently and rigorously through a structured programme. Younger pupils read books that are closely matched to the sounds they know, which helps to build fluency and confidence.

p.4

Curriculum and teaching Expected standard

Teachers check pupils’ understanding regularly and address errors swiftly. As a result, pupils build knowledge over time. Leaders monitor teaching closely and provide appropriate support. However, the evaluation of staff development and the impact of improvements over time is less precise. Further embedding of recent developments will help to ensure that all pupils, including disadvantaged pupils, achieve consistently well across the curriculum.

p.4

Inclusion Expected standard

The school fosters a caring and inclusive environment. Leaders have a clear understanding of pupils’ academic progress, as well as their emotional needs and wider circumstances. Well-established systems ensure that emerging needs are recognised early and addressed without delay. Support is carefully planned, follows a graduated approach and is regularly reviewed in collaboration with families and external professionals, such as educational psychologists and speech and language therapists. This ensures that provision remains responsive as pupils’ needs evolve.

p.4

Inclusion Expected standard

In the classroom, staff adapt teaching through the use of scaffolding, visual supports and targeted questioning. Additional adults provide timely assistance, enabling disadvantaged pupils and those with special educational needs and/or disabilities to access learning alongside their peers. Expectations remain high, and pupils are fully included in school life. Pupils respond positively, demonstrating confidence, engagement and resilience. Pastoral provision, including pastoral support, strengthens pupils’ ability to regulate their emotions and develop independence.

p.4

Inclusion Expected standard

Leaders track pupils’ progress and participation closely, and support typically reduces barriers to learning. However, the evaluation of the impact, particularly in relation to pupil premium funding, is not always precise. A sharper focus on what success looks like would further strengthen leaders’ ability to check, respond and sustain improvement over time.

p.4

Leadership and governance Expected standard

Leaders have established a caring and inclusive culture. As a result, pupils feel valued and well supported. Leaders have a secure understanding of the school’s context and the needs of its pupils, including those with special educational needs and/or disabilities and those facing additional challenges. Leaders work closely with staff to ensure that provision is carefully planned, regularly reviewed and adapted where necessary. They have high expectations for all pupils and take appropriate steps to reduce barriers to learning.

p.5

Leadership and governance Expected standard

Staff benefit from relevant training, including in areas such as trauma-informed practice and behaviour support. This helps them to respond confidently and consistently to pupils’ needs. This has led to notable improvements in attendance and behaviour. Staff speak positively about the school and value the supportive culture and attention given to their wellbeing. Leaders take steps to manage workload appropriately. Safeguarding is prioritised. Staff understand their responsibilities and follow clear procedures to identify and report concerns.

p.5

Leadership and governance Expected standard

Leaders work effectively with external professionals to secure appropriate support for pupils. Relationships with parents and carers are positive and communication is effective, helping pupils to feel a strong sense of belonging. Leaders have an accurate understanding of the school’s strengths and areas for development and are taking suitable action to further improve attendance and behaviour.

p.5

Leadership and governance Expected standard

Governance is effective. Governors provide appropriate support and challenge and fulfil their statutory duties. However, their evaluation of the impact of leaders’ work is less well developed. Strengthening this aspect would help to ensure that challenge is consistently sharp and improvement is sustained over time.

p.5