Hawkedale Primary School

Hawkedale Primary School

Address: Stratton Road, Sunbury on Thames, Surrey, TW16 6PG Unique reference number (URN): 125284

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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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Attendance and behaviour Expected standard

Pupils know the importance of coming to school every day. Current attendance is above the national average. Leaders monitor the attendance of all, especially the most vulnerable, with swift action taken to reduce absence and remove barriers. They know families very well and help them when they experience barriers to positive attendance. As a result, attendance is consistently high, and persistent absence is consistently low.

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Attendance and behaviour Expected standard

The school's nurturing ethos ensures that pupils feel valued, supported and included. Individualised strategies are used effectively to support pupils who require additional help with emotional regulation and behaviour. When pupils with special educational needs and/or disabilities find it challenging to manage their emotions, staff support them well. They check what might have caused anxiety or upset and put in place strategies to help, such as movement breaks. This leads to a climate where pupils make positive choices, even when they experience barriers to doing so.

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Attendance and behaviour Expected standard

Respectful relationships between staff and pupils are evident throughout the school. Leaders and staff establish routines and clearly teach and demonstrate the behaviour they expect, adapting their approach so that vulnerable pupils’ needs are met. Bullying is rare, and, where it may happen, leaders are effective and proactive in addressing it.

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Early years Expected standard

Leaders place a strong focus on the early years. They have worked with the local authority and local schools to share good practice and to improve standards, which has been successful. This means children get the best possible start to school and are well prepared for Year 1. The provision has a clear emphasis on developing children’s language through high-quality interactions. Important foundations, such as early handwriting and phonics, are taught well, and staff use assessment carefully to pinpoint each child’s next steps. Staff identify children who need additional support, such as those with special educational needs and/or disabilities or those who have gaps in their learning, and provide appropriate support. The school works closely and effectively with external agencies and families.

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Early years Expected standard

Leaders have developed an ambitious early years curriculum. It includes all the key knowledge that children need to learn. They ensure that staff use the indoor and outdoor environments to support learning well. For example, during continuous provision, staff deployment is effective, with a focus on language and communication, including the use of visuals. During a game of ‘playing hospital’, there was a series of key words appropriately labelled and successfully used by adults to extend the communication of the children.

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Early years Expected standard

Leaders make sure that every child receives the level of care they need. Children are safe and happy. They develop positive relationships with adults and make friends. Children in early years achieve well. By the end of the Reception Year, they are well prepared for the next stage in their education.

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Personal development and wellbeing Expected standard

The school has an appropriate curriculum for personal, social and health education, starting in the early years. Statutory content, including relationships and sex education, is delivered through clear, age ‑ appropriate lessons. The relationships curriculum teaches pupils valuable knowledge, including how to manage conflict and repair relationships, and prepares them well for life in modern Britain. Through the taught curriculum and wider experiences, pupils learn about equality, online safety and how to keep themselves physically and mentally healthy.

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Personal development and wellbeing Expected standard

Pupils make meaningful contributions to school life through leadership roles such as house captains, school ambassadors and sports crew. These roles help them develop responsibility, teamwork, confidence and active citizenship. They are also proud of the contributions they make to the local community. For example, pupils built their own greenhouse on the school grounds, which taught them an appreciation of nature, collaboration and environmental responsibility.

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Personal development and wellbeing Expected standard

Pastoral support is a notable strength. The school provides effective additional pastoral support for disadvantaged pupils. Specialist staff offer targeted help to strengthen the emotional wellbeing of more vulnerable pupils, and leaders regularly reflect on the impact of this support to adapt provision appropriately. Leaders listen actively to pupil voice, which shapes school activities and experiences. Pupils particularly enjoy enrichment opportunities, such as their visit to a media company, where they explored different careers and used role play to deepen their understanding of the world of work. Leaders remove financial and social barriers so that disadvantaged pupils participate fully alongside their peers. They also recognise the need to refine how they target support so that these pupils benefit even more consistently from the wider offer.

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Achievement Needs attention

By the end of key stage 2, pupils, on the whole, achieve broadly in line with national averages in assessments for reading, writing and mathematics. However, some pupils do not achieve as well as they could. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils.

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Achievement Needs attention

Some pupils do not develop the fluency in handwriting that they need to access the rest of the curriculum successfully. As a result, they struggle to record their ideas efficiently, which limits their ability to complete longer pieces of writing. This lack of fluency means that some pupils cannot meet the national curriculum expectation to write legibly, at speed and with consistent letter formation.

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Achievement Needs attention

Results in the Year 1 phonics check were lower than national outcomes last year. However, leaders have taken effective action to address this by ensuring fidelity to the phonics programme and have led on refresher training. This is helping pupils make better progress in early reading.

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Curriculum and teaching Needs attention

Teaching does not consistently ensure that all pupils learn the curriculum as intended, including in handwriting. There is too much variability in teaching across classes. There are inconsistencies in how well teaching makes adjustments for pupils who have barriers to their learning.

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Curriculum and teaching Needs attention

Leaders have designed a broad and ambitious curriculum. It sets out what pupils need to remember over time. For example, in science, children in early years explore what they see in the natural world. They secure the vocabulary they need to describe their environment, such as ‘leaf’, ‘root’ and ‘stem’. This foundation knowledge supports older pupils to describe the basic structure and functions of plants and supports older pupils in key stage 2 to explain life cycles, reproduction and the conditions plants need to grow.

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Curriculum and teaching Needs attention

Staff have the information they need about pupils with special educational needs and/or disabilities. Leaders have provided training on how to adapt teaching to ensure that all pupils can access the curriculum. However, this is not fully embedded.

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Curriculum and teaching Needs attention

Typically, teachers demonstrate secure subject knowledge. Staff receive effective training to support curriculum implementation. However, teaching quality remains variable. At times, teaching does not build effectively on what pupils already know, nor does it deepen pupils’ understanding.

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Curriculum and teaching Needs attention

Leaders recognise that further work is needed to improve the accuracy of pupils’ writing and to ensure that pupils write consistently well across the curriculum. Although leaders provide additional support to help pupils catch up in reading, writing and mathematics, teachers do not routinely identify and address gaps in pupils’ knowledge. As a result, some pupils do not make as much progress as they could.

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Inclusion Needs attention

Leaders identity pupils with special educational needs and/or disabilities (SEND) swiftly. They have high expectations for what these pupils can achieve. However, these expectations are not realised for some pupils. In some classes, work is suitably adapted so that pupils with SEND learn the same curriculum as their peers. In other classes, this is not the case. Leaders do not ensure that pupils with SEND are consistently provided with appropriate support.

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Inclusion Needs attention

The school’s strategy for supporting disadvantaged pupils is clearly set out and identifies the barriers these pupils may face. However, leaders' oversight of the strategy is limited. Leaders have outlined the actions staff should take, but the school does not routinely check whether these actions are being implemented or reinforced in lessons. Teaching does not consistently provide the timely and targeted support that these pupils need to take part fully in lessons. As a result, some disadvantaged pupils do not benefit from the support that they need to access the full ambition of the school’s curriculum. Alternative provision is used appropriately. The school carries out the necessary checks and assurances to make sure that this works well.

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Leadership and governance Needs attention

Leaders' actions to improve the school are in the early stages and have not had the required impact. There are some aspects of the school’s work that would benefit from further and more thorough quality assurance.

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Leadership and governance Needs attention

Leaders understand the areas where the school needs to improve, including a clearer focus on pedagogy, adaptations for pupils with special educational needs and/or disabilities as well as disadvantaged pupils in mainstream classes, and pupils' achievement in writing. However, their actions have not consistently translated into the improvement that pupils need.

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Leadership and governance Needs attention

Pupils’ wellbeing is prioritised, and pastoral care is secure. The school’s values are commonly understood by pupils and staff. The school is working through a challenging period, which includes a restructure of staffing and leadership. Despite these challenges, staff morale is high, and they remain dedicated to the community they serve. This is to the credit of the leadership and governance of the school.

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Leadership and governance Needs attention

Governors meet their statutory responsibilities. They have confidence in the leadership of the school. Governors and school leaders understand the priorities for improvement and that these are in the best interests of the pupils.

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Leadership and governance Needs attention

Leaders and governors also show a commitment to staff wellbeing and workload. They offer support when needed and create a positive working environment where staff feel valued.

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

Hawkedale Primary School is a small, caring and community-focused school. Their ‘FIRST’ values of fairness, inclusivity, respect, success and teamwork capture the school ethos of putting pupils first. Pupils show high levels of respect in lessons. They listen carefully to teachers and their peers, follow instructions well and demonstrate wonderful manners. Pupils have positive attitudes to learning. They feel safe and use the ‘I wish my teacher knew’ box to share concerns they have anonymously, which teachers address sensitively with the class.

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

Pupils enjoy attending school because they are happy to be there. They are well looked after and feel safe. Bullying is rare but is dealt with swiftly when it occurs. As a result, attendance is a strength of the school and is above the national average.

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

The curriculum identifies the precise knowledge and skills pupils should learn. However, the quality of teaching is inconsistent, and some pupils do not achieve as well as they could. Recent curriculum improvements have strengthened pupils’ writing, yet gaps remain in their basic skills such as handwriting, meaning some pupils are not as well prepared for the next stage of education as they should be. Pupils' personal development is well supported. They adore their weekly assemblies, where achievement and manners are publicly recognised. Pupils learn about a range of issues and have a genuine depth of understanding of the environmental challenges facing the planet. They have some truly inspirational ideas about how positive change can be achieved. Pupils benefit from a range of extracurricular and enrichment activities that broaden their experiences.

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Next steps

Leaders should improve the quality and consistency of teaching across the school, ensuring that effective teaching supports all pupils to secure the key knowledge they need. Leaders should strengthen their oversight of the pupil premium strategy so that it is monitored effectively and implemented consistently well, including through ongoing high- quality training for staff. Leaders should embed a consistent, school-wide approach to the teaching of handwriting so pupils develop the fluency and accuracy needed to support their writing across the curriculum.

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About this inspection

The chair of the board of governors in this school is Gareth Alden.

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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, senior leaders and teachers during the inspection. They also held meetings with the members of the governing body and a representative from the local authority.

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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 alternative provision.

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Team inspectors:

Lucy Phillips, Ofsted Inspector Victoria Voller, Ofsted Inspector

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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 14 July 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) 57% 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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average

2024/25 (final) 71% 75% Close to average

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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) 68% 72% Close to average

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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 69% 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) 79% 74% 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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national average

2023/24 (final) 33% 46% Close to average

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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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Persistent absence

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

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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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