Crofton Hammond Infant School

Crofton Hammond Infant School

Address: Mancroft Avenue, Stubbington, Fareham, Hampshire, PO14 2DE Unique reference number (URN): 116009

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’ unwavering focus on ensuring that pupils are in school every day is highly effective. Unequivocal communications from the start impress on parents the importance of pupils being in school to be successful learners. Well-informed emotional support helps pupils and their families through difficult times, for example when a military parent is deployed or when pupils have caring responsibilities. For a small number of families who need it, equal measures of tailored challenge and support bring about sustained improvements. As a result, attendance overall and for key groups is consistently higher than the national average. Very few pupils regularly miss school.

p.2

Attendance and behaviour Strong standard

Pupils behave very well at work and play without the need for reminders. Deliberate nurturing of their ‘curiosity, respect and resilience’ underpins their positive attitudes to learning. Pupils live up to the expectation to ‘be safe, be ready and be kind’. Staff explicitly teach pupils the difference between right and wrong. Playtimes are friendly and calm. Unkind behaviour is rare. When, very occasionally, there is any hint of bullying, discrimination or harmful behaviour, leaders deal with it swiftly and decisively. Pupils who need extra help to manage their feelings and relationships with their classmates are well supported.

p.2

Inclusion Strong standard

Leaders’ firmly held belief that ‘every child deserves to have their needs met’ permeates all aspects of the school’s work. Their knowledge of the community they serve and the different challenges that some pupils and families might be facing is impressive. Leaders’ deep understanding of the emotional impact of the deployment cycle informs highly effective social and emotional support for pupils from service families. Similarly, bespoke support for young carers promotes their wellbeing. Leaders use pupil premium funding for disadvantaged pupils wisely to enhance teaching and provide targeted academic and social support. As a result, these pupils keep up with their classmates and take a full part in school life.

p.2

Inclusion Strong standard

Provision for the increasing number of pupils joining with special educational needs and/or disabilities (SEND) is carefully tailored and skilfully delivered. Leaders quickly identify any pupil who is not keeping up with their classmates. Staff plan precisely what these pupils need to learn next. The support they put in place is well considered. Regular reviews check whether pupils have caught up or pinpoint any special educational needs. Leaders meticulously track the progress of pupils with SEND or other barriers and make timely adjustments. They actively seek external specialist advice to refine provision where needed.

p.2

Personal development and wellbeing Strong standard

Leaders are committed to being ‘a happy, caring and inclusive school where each child’s individuality is celebrated and valued and… they will learn to thrive in an ever-changing world’. The personal development programme has been carefully designed to make that a reality. Leaders ensure that the taught curriculum systematically builds pupils’ understanding

p.2

Expected standard

of important topics, such as healthy relationships, over time. It introduces them to ethical and moral discussions. Staff choose texts carefully to reflect the school community. Families support learning about other cultures. Assemblies complement learning in class. 'Hammond Heart' learning features prominently across the curriculum and daily routines. Through it, pupils learn how to keep themselves safe, including online, and what to do if they feel unsafe.

p.3

Expected standard

Staff make sensitive adaptations to the personal development programme to ensure that all pupils can benefit at a level matched to their understanding. Leaders take great care to track pupils' personal development. They put well-targeted extra support in place for those who need it, for example activities to develop social skills and friendships. Leaders keep a close eye on the impact of these interventions to ensure they are working. Pupils’ personal development is impressive for their age. They can explain the difference between right and wrong and how to repair friendships. Pupils understand difference and diversity. They are extremely knowledgeable about fundamental British values and how they apply in school, for example as young governors. Pupils enjoy the opportunities offered through a wide range of clubs and visits. Leaders make sure they remove any barriers to participation.

p.3

Expected standard

Care for pupils' wellbeing runs through everything the school does. All staff are trained to help pupils talk about their emotions and manage their feelings, and this shows in their warm, everyday interactions with pupils. Support is tailored closely to what each pupil needs.

p.3

Achievement Expected standard

The deliberate development of pupils’ curiosity, respect and resilience nurtures positive work habits. This prepares them well for junior school. Pupils gain a broad range of knowledge and skills across different subjects. Leaders’ sharp focus on the basics ensures that, on the whole, pupils have secure knowledge and skills in reading, writing and mathematics. They perform well on the check of phonics knowledge at the end of Year 1. Occasionally, there are gaps in pupils' learning in writing and mathematics, but these are closing quickly.

p.3

Achievement Expected standard

Thoughtful support helps pupils whose circumstances might otherwise make it difficult to come to school or settle to learn. These pupils keep up with their learning. Pupils with special educational needs and/or disabilities make positive progress against their targets. They benefit from carefully considered adaptations and tailored programmes. Disadvantaged pupils, including those who have additional needs, keep up with their classmates.

p.3

Curriculum and teaching Expected standard

Pupils enjoy a broad, carefully constructed curriculum. Leaders have successfully overseen a thorough review of subjects beyond English and mathematics. They have identified the essential learning in each subject. Leaders and staff are clear how pupils’ knowledge and skills should systematically build over the course of each year and into the next. Teachers know what should have been learned at key points. New ways of checking what pupils know and remember are becoming part of everyday practice. Generally, teachers develop pupils’ learning well over a series of lessons. They make suitable adaptations to provide additional challenge for pupils who need it. Training and support for staff to make suitable adjustments mean that most pupils who have special educational needs and/or disabilities can learn the curriculum alongside their classmates.

p.3

Curriculum and teaching Expected standard

There is a sharp focus on getting the basics right. Typically, early reading, writing and mathematics are taught well. Teachers explain learning clearly, set suitable tasks and check pupils’ understanding. Occasionally, teachers set writing tasks that are too complex for pupils at a very early stage of writing, or do not pick up pupils' misconceptions in mathematics. Leaders have already identified the need to revisit the English and mathematics curriculums to ensure that the teaching of foundational skills is consistently highly effective.

p.4

Early years Expected standard

Children enjoy their time in the Reception class. They benefit from warm relationships and well-established routines. Staff get to know children and their families well before they join the school. They forge positive relationships with parents and carers to work together in supporting children’s learning and development at home and at school. Most children soon settle and feel safe, emotionally secure and happy. A sensitive and tailored approach helps those who take a little longer to adjust to being at school all day and playing alongside other children. Staff match provision closely to the individual needs of children who have education, health and care plans.

p.4

Early years Expected standard

Leaders have ensured a carefully constructed early years curriculum that goes beyond statutory requirements. They have carefully plotted how children’s knowledge and skills should develop over the course of the Reception year. This provides clear milestones for staff to check children’s progress against and identify those who need additional help to keep up. Over the year, this successfully reduces the number who are not reaching these goals. Most are well prepared for Year 1. Typically, adult-led activities are purposeful. Leaders know that while there are many high-quality interactions when children are at play which extend their thinking, this is not always the case.

p.4

Leadership and governance Expected standard

Leaders' commitment to putting 'children at the heart of everything we do' shapes every decision they make. It starts early, getting to know new Reception children and their parents and carers through home visits and ‘stay and play’ sessions. Leaders’ unwavering determination to be highly inclusive and to ensure that ‘each child’s individuality is celebrated and valued’ permeates the school. Testament to this is the tailored provision for pupils from service families and young carers, as well as for the growing number of pupils with more complex needs.

p.4

Leadership and governance Expected standard

Leaders are rightly proud of what the school does well, but equally honest where aspects of its work could be even better. Priorities for improvement stem from thoughtful evaluation, shaped by current educational thinking. Professional learning is closely matched to school priorities. Leaders are mindful of staff’s workload and wellbeing, wanting pupils to benefit from them being at their best. The school is outward-looking, joining local networks and seeking out professional expertise and advice to enhance provision. Leaders engage effectively with local charities and organisations to boost what they can offer, for example to service families and young carers.

p.4

Leadership and governance Expected standard

On the whole, governors provide an appropriate balance of challenge and support. They fulfil their statutory duties. Governors have recently refined their school visits to develop a sharper focus on the school’s priorities. They are aware of the need to increase leadership capacity to drive further improvements. While other leaders are increasingly contributing to curriculum development and teaching, much still falls to senior leaders.

p.5

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

Pupils thrive here, a word that many parents and carers choose themselves when describing their children's experience. Warm relationships with staff who are highly attuned to their individual needs and circumstances ensure that pupils feel well cared for in school. They trust adults to look after them and keep them safe. Bespoke social and emotional support for pupils from service families and young carers helps them to overcome barriers to learning they may otherwise face. Pupils have a well-developed understanding of the importance of respect and kindness from a young age. They work and play happily alongside each other. Unkind behaviour or bullying are very rare.

p.5

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

Pupils arrive at school eagerly at the start of the day and quickly settle into purposeful morning tasks. The school values nurture pupils' positive attitudes to learning. Pupils know it is important to be curious and resilient. Classrooms are industrious. Pupils benefit from the school's work to improve the curriculum and train staff to meet the range of needs in their class. On the whole, pupils achieve well in reading, writing and mathematics. This prepares them well for the move to junior school. They are keen to share the interesting facts and skills they remember from their learning across other subjects.

p.5

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

Leaders go out of their way to ensure that school is irresistible and a place where pupils want to be. Pupils feel that they belong. Attendance is high. There is something for everyone in the wide range of clubs and other activities on offer. Leaders do whatever they can to remove barriers to participation. From the early years onward, pupils learn to accept differences within the school community as the norm. They understand, for example, that families look different or that some of their classmates might need more help and support from staff.

p.5

Next steps

Leaders should ensure that high-quality teaching is embedded throughout the school so that pupils consistently achieve well across the curriculum.

p.5

Team inspectors:

Andrew Foster, Ofsted Inspector Carla Laney, Ofsted Inspector

p.6

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.

p.6

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

p.6

Total pupils

Leaders and those responsible for governance should continue to develop leadership capacity at all levels to ensure consistently strong standards in all aspects of the school’s work.

p.6

About this inspection

The chair of the board of governors in this school is Wayne Shirley.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher, other senior leaders and groups of staff and pupils during the inspection. The lead inspector also spoke with representatives of the governing body, including the chair, and the local authority.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently uses no alternative provision.

p.6

About this inspection

Around a quarter of pupils are from service families.

p.6

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.

p.7

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.

p.7

What does this mean?

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

p.7

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.

p.7

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

Persistent absence

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

p.9

Exceptional

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

p.9

Strong standard

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

p.9

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.

p.9

Needs attention

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

p.9

Urgent improvement

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

p.9

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.

p.9

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.10

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.10