Christopher Hatton Primary School

Christopher Hatton Primary School

Address: 38 Laystall Street, London, EC1R 4PQ Unique reference number (URN): 130342

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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 across the curriculum because they build secure knowledge and skills over time. They develop strong foundations in reading, writing and mathematics from the early years onwards. Pupils produce work of a consistently high standard and take pride in presenting it well.

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Achievement Strong standard

The school's published outcomes are consistently above national averages in key areas, including for disadvantaged pupils. Pupils with special educational needs and/or disabilities make impressive progress from their individual starting points because they receive effective support while following the same ambitious curriculum as their classmates. Any gaps in learning are identified quickly and addressed before they become barriers to future success.

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Achievement Strong standard

Pupils develop detailed knowledge across a broad range of subjects. They become increasingly confident readers, articulate speakers and capable mathematicians. They are well prepared for the next stage of their education because they leave the school with secure knowledge, strong learning habits and the confidence to succeed.

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Attendance and behaviour Strong standard

Leaders place a high priority on attendance. They analyse attendance carefully, identify pupils who need support and work closely with families to remove barriers to regular attendance. Support is tailored to pupils' individual circumstances and helps improve attendance over time, particularly for those who need additional help. Consequently, pupils attend regularly, arrive ready to learn and benefit fully from the broad range of opportunities the school provides.

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Attendance and behaviour Strong standard

Leaders have established a calm, respectful and purposeful culture in which pupils are ready to learn. Clear routines and high expectations are understood across the school. Staff apply these consistently and build warm, positive relationships with pupils. As a result, classrooms are orderly, learning is rarely interrupted and pupils feel safe, valued and included. Pupils behave well in lessons and around the school. They show kindness, courtesy and respect towards one another as well as to staff. They settle quickly to learning, work collaboratively and take pride in their work. Older pupils act as positive role models and willingly take responsibility within the school community. Pupils understand the importance of treating everyone fairly. They are confident that staff deal with any concerns quickly and effectively.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious, well-sequenced curriculum that helps pupils build knowledge and skills securely from the early years to Year 6. They review its impact carefully and refine it in response to evidence about pupils' learning. Teachers benefit from high-quality professional development and work together to ensure that pupils receive consistently effective teaching. Children develop strong foundations in reading, writing and mathematics from the start. Phonics is taught consistently and effectively. Daily teaching strengthens early reading, handwriting and mathematical fluency. Teachers place a strong emphasis on developing pupils' vocabulary and communication skills. Oracy is woven through the curriculum, helping pupils explain their thinking with increasing confidence and precision.

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Curriculum and teaching Strong standard

The curriculum is fully inclusive. Teachers have high expectations for all pupils. Pupils with special educational needs and/or disabilities receive carefully targeted support that helps them succeed alongside their peers.

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Curriculum and teaching Strong standard

Teachers present new learning clearly and build carefully on what pupils already know. They check pupils' understanding throughout lessons, identify misconceptions quickly and adapt their teaching so that pupils keep up with new learning. Assessment is used well to inform teaching, while regular opportunities to revisit earlier learning help pupils remember important knowledge over time. Across subjects, pupils deepen their understanding and apply what they have learned with increasing confidence and independence.

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Early years Strong standard

Children get off to an excellent start in early years. Leaders have a secure understanding of the provision and use assessment information well to refine the curriculum and improve outcomes. They respond quickly when they identify areas for development. The curriculum is ambitious, carefully sequenced and designed to prepare children well for future learning. Staff place a strong emphasis on communication and language, alongside early reading, writing and mathematics. The language-rich environment helps children develop confidence, curiosity and independence. Well-established routines support children's self-regulation and social development.

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Early years Strong standard

Staff use skilled questioning, careful modelling and rich conversations to extend children's learning. High-quality interactions are a strength throughout the day. Children are fully engaged in meaningful activities, make confident choices and sustain their concentration well. Staff identify children who need additional support quickly and provide it without lowering expectations.

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Early years Strong standard

Children are happy, safe and eager to learn. They develop warm relationships with staff and each other and enjoy a stimulating environment indoors and outside. Strong partnerships with parents and carers support children's learning and help ensure a smooth transition into Year 1. As a result, children achieve well from their starting points and are very well prepared for the next stage of their education.

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Inclusion Strong standard

Leaders have created a culture where every pupil is expected to succeed and feel that they belong. They identify pupils' needs quickly and respond without delay. Staff use assessment information well to remove barriers to learning before they become entrenched. Support is reviewed regularly and adapted whenever pupils' needs change. This means that pupils who are disadvantaged, those with special educational needs and/or disabilities and those facing other challenges receive the right help at the right time. Teachers adapt learning successfully so that pupils access the same ambitious curriculum as their classmates. Staff receive high-quality training and make effective use of advice from specialists. Leaders work closely with parents and carers, valuing their views and involving them in decisions about support.

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Inclusion Strong standard

Leaders monitor the progress and well-being of vulnerable pupils closely. They use a wide range of information to evaluate the impact of their work and adjust support quickly when needed. Additional funding for disadvantaged pupils is used thoughtfully to widen opportunities, improve achievement and help pupils take a full part in school life. As a result, pupils with additional needs achieve well from their starting points, participate fully in the life of the school and are well prepared for the next stage of their education.

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Leadership and governance Strong standard

Leaders have a clear and ambitious vision for the school that places pupils' achievement, well-being and inclusion at the centre of every decision. They understand the school's strengths and priorities and use careful analysis to identify where further improvement is needed. They respond quickly and thoughtfully when changes are required.

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Leadership and governance Strong standard

Senior and middle leaders work closely together, using monitoring, assessment and professional dialogue to evaluate the impact of their work and refine practice further. Staff share a strong sense of collective responsibility for maintaining high standards. Professional development is carefully planned, rooted in research and closely aligned to the school’s priorities. Regular opportunities for collaboration help staff develop their expertise and ensure that improvements become embedded in everyday practice.

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Leadership and governance Strong standard

Governors bring a wide range of professional expertise and fulfil their responsibilities well. They use their knowledge and experience to support and challenge leaders effectively. They check that leaders’ actions are making a positive difference and that decisions are always focused on what is best for pupils. Governors also respond thoughtfully to feedback from parents and review policies where this improves pupils' experiences and strengthens relationships with the wider school community.

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Leadership and governance Strong standard

Leaders have created a positive professional culture where staff feel valued, supported and listened to. Workload and well-being are considered carefully, enabling staff to focus on providing the best possible education for pupils. As a result, the school continues to improve through strong leadership, effective governance and a shared commitment to helping every pupil thrive.

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Personal development and wellbeing Strong standard

Leaders have established a carefully planned programme for pupils’ personal development that reflects the school’s values and the needs of its community. The programme is woven through the curriculum and enriched by a wide range of experiences that help pupils become confident, resilient and responsible young people. Staff know pupils exceptionally well. They identify quickly when individuals or families need additional support and respond with care, working closely with parents and external agencies to ensure that pupils receive the help they need at the right time. The school makes sure that every pupil benefits from the opportunities it provides. Pupils with special educational needs and/or disabilities participate fully in the life of the school. Participation is monitored carefully and staff encourage pupils who are reluctant to join activities. As a result, pupils enjoy a rich programme that includes sporting competitions,

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Personal development and wellbeing Strong standard

musical performances and visits to the theatre and museums. They take part in residential visits, where pupils engage in activities such as canoeing, rock climbing and orienteering. These experiences broaden pupils’ horizons, strengthen their resilience and encourage them to aim high.

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Personal development and wellbeing Strong standard

Pupils learn important ideas, including about healthy relationships, equality and respect. This helps to ensure they are well-prepared for life beyond primary school. They understand how to keep themselves physically and mentally healthy, recognise online and offline risks and know where to seek help if needed. Pupils speak confidently about fairness, kindness and respecting people from different backgrounds, cultures and faiths.

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Personal development and wellbeing Strong standard

Pupils embrace responsibility and contribute positively to the school community. They persevere when learning is challenging, reflect thoughtfully on their experiences and show genuine pride in their achievements. By the time they leave the school, pupils are thoroughly prepared for the next stage of their education because they have developed the confidence, character, knowledge and wider experiences they need to succeed.

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

Pupils enjoy coming to Christopher Hatton Primary School. They describe it as welcoming, kind and safe. They know that staff care about them and will listen if they have a question or concern. Older pupils support their younger peers, and those new to the school, settle in quickly. This helps everyone feel that they belong.

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

Pupils treat each other with respect. They understand the school's values and take pride in living by them. They make positive choices because they understand why these matter. Classrooms are calm and purposeful. Pupils concentrate in lessons, work well together and show resilience when learning becomes challenging. If bullying or unkind behaviour happens, pupils trust adults to deal with it quickly.

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

Pupils achieve highly across a broad and ambitious curriculum. They enjoy reading, writing, mathematics and the wider curriculum. They speak confidently and explain their thinking clearly. Children in early years settle quickly into well-established routines. They develop independence from the start and enjoy learning through carefully planned play and exploration. Older pupils leave the school well prepared for their secondary education.

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

Pupils value the many opportunities that extend their learning beyond the classroom. They perform in music and the arts, take part in sport, visit museums, theatres and local organisations and work with experts from the local community. These experiences broaden pupils' horizons and help them discover new interests and talents.

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

Pupils take responsibility for improving their school and supporting others. All pupils are given the opportunity to demonstrate their leadership skills. They know that their views matter and can point to changes that have happened because adults listened to them.

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Team inspectors:

Dawn Titus, Ofsted Inspector David Thomas Hatchett, Ofsted Inspector

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Facts and figures used on inspection

Pupils are proud to be part of their school community and enjoy learning in a place where everyone is expected to succeed together.

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Next steps

Leaders should continue to develop and embed their effective work on attendance to make sure every pupil, particularly those with additional needs, attends as well as they can.

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About this inspection

The chair of the board of governors in this school is Chris Giles.

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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 school leaders, staff and pupils during the inspection. They also held discussions with representatives of the governing body and the local authority.

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About this inspection

Inspectors considered the responses of parents to Ofsted's survey, Ofsted Parent View, including the free-text comments. They also considered the responses to Ofsted’s online staff questionnaire.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of one registered alternative provision.

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About this inspection

Headteacher: Clare McBride 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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About this inspection

The inspector(s) used this data during the full inspection on 30 June 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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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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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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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

2024/25 (3 term) 5.9% 5.2% Close to average

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national average

2023/24 (3 term) 5.3% 5.5% Close to average

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national average

2022/23 (3 term) 6.0% 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

2024/25 (3 term) 15.6% 13.0% Close to average

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national average

2023/24 (3 term) 13.7% 14.6% Close to average

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national average

2022/23 (3 term) 17.6% 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

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

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