Schools & FE · Report card

West Hampstead Primary School

Inspected 30 Jun 2026 · published 25 Sept 2026 · URN 100009

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Summary

No overall grade in this frameworkSafeguarding met

Luke Stubbles (lead), Alison Colenso, Phil Garnham, Richard Hudson

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Strong standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
30 Jun 2026
Inspectors verified
Alison Colenso, Luke Stubbles, Phil Garnham, Richard Hudson
Postcode verified
NW6 1QL
Name on report verified
West Hampstead Primary School
Safeguarding verified
Met
URN verified
100009

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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 behaviourExpected
Curriculum and teachingExpected
Early yearsStrong
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

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

+79Very positivemore positive than 63% of reports of this type

In line with other reports of this type.

Praiseconsistentlyeffectivelypositiveenjoyfeel safeeffectivepositivelysafe

Criticismgapsconcernsfall behindnot consistentlynot effectively

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

Findings1457w+83
Leadership255w+79
Safeguarding51w−11
What needs to improve81w+33

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: 1,844; about usual (typical 1698)
Reading level: Hard; Flesch 39, typical 43
Average sentence: 17 words
Next steps: 3; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 47%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 40%

Full report text

West Hampstead Primary School

Address: Dornfell Street, West Hampstead, London, NW6 1QL Unique reference number (URN): 100009

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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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Early years Strong standard

The early years provision provides children with a highly positive start to their education. Children engage enthusiastically in learning and staff receive effective training to meet children's needs. Staff ensure that they understand and reduce anything that could act as a barrier to effective learning, including for children with special educational needs and/or disabilities and disadvantaged children. As a result, all children achieve consistently well and are ready for the next stage of their education.

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Early years Strong standard

Across different areas of learning, including reading, teaching is consistently effective. Staff deliver phonics sessions accurately, using, for instance, clear modelling, regular checks for understanding and prompt extra support when children develop misconceptions. Children learn to read and write with increasing confidence and apply their phonics knowledge successfully. They develop accuracy, fluency and expression when reading, supported by routines which promote regular practice of these skills.

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Early years Strong standard

The provision is deliberately organised to promote children's independence and engagement across the curriculum. Staff use language clearly and carefully to develop children's communication and vocabulary. This has a positive impact on children's language development. They grow in confidence in talking about what they know and sharing their learning with others. This also supports children to develop new knowledge speedily and accurately.

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Early years Strong standard

Routines are well established. Children move between activities smoothly, behave sensibly and understand expectations. Well-thought-through arrangements for break and lunchtimes also support positive social interaction and children's growing independence.

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Inclusion Strong standard

Leaders identify pupils’ barriers to learning quickly when they join the school. Leaders and staff are highly committed to ensuring that all pupils have equal access to learning. This aim is realised through timely additional support and other inclusive strategies which are intentionally designed to enable pupils to overcome any barriers. Similarly, pupils who are known to, or previously known to, social care are consistently supported to thrive at the school.

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Inclusion Strong standard

Leaders use funding to support disadvantaged pupils effectively, including, for example, by arranging additional teaching in smaller groups where this meets pupils' needs. Leaders also use their resources to ensure that disadvantaged pupils have equitable access to clubs and educational visits. This supports pupils to develop a broader appreciation of culture and society. Additionally, leaders ensure that staff receive appropriate training on how to meet pupils' needs. As a result of the school's effective strategies, the gap between the achievement of disadvantaged pupils and that of their peers continues to reduce in national assessments.

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Inclusion Strong standard

Leaders identify pupils with special educational needs and/or disabilities (SEND) as early as possible. They work closely with pupils, their parents and carers, and external agencies to

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Expected standard

help pupils to access the curriculum successfully. Leaders regularly review the impact of support and make changes promptly when needed. Due to the actions of leaders and staff, pupils with SEND are able to learn the intended curriculum.

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Achievement Expected standard

Leaders ensure that pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils, secure strong foundations in their English and mathematical skills. Pupils' outcomes in the Year 1 phonics screening check also show that pupils speedily acquire the knowledge they need to read accurately and fluently. In other subjects, pupils typically learn the essential knowledge and skills across the curriculum that they need for the next stage of their education.

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Achievement Expected standard

Pupils, including pupils with SEND, make positive progress overall from their starting points. National assessment outcomes show that pupils attain at least as well as pupils nationally, with attainment over time showing an improving picture across measures. This includes for pupils who are disadvantaged. Pupils do particularly well in the Year 4 multiplication tables check.

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Achievement Expected standard

Disadvantaged pupils achieve well. The gap between their achievement and that of non- disadvantaged pupils nationally is narrowing. As a result, pupils are increasingly well prepared for secondary school and their future learning.

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Attendance and behaviour Expected standard

Leaders work closely with pupils, parents and carers, and external agencies to support pupils to attend school regularly. Pupils' attendance is currently in line with national averages. When attendance does not meet the expectations of the school, leaders work with parents to explore and resolve any any obstacles to their children coming into school every day. If further support is needed, leaders involve external agencies sensitively, based on each family's needs. Pupils understand the importance of attending each day and how this helps with their learning. Pupils with special educational needs and/or disabilities and disadvantaged pupils receive effective support, tailored to their circumstances, to attend school regularly.

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Attendance and behaviour Expected standard

In lessons, pupils work well together. Their behaviour supports them both to concentrate on and stay motivated with their learning. Bullying and any form of harassment or abuse are not tolerated in this school. If such behaviours are identified, they are swiftly and effectively dealt with by leaders and staff to prevent them reoccurring. Pupils feel happy and safe at school. At times, however, behaviour during less structured parts of the day, such as breaktimes and lunchtimes, does not meet leaders’ expectations. Leaders understand why this is the case, identifying, for example, that behaviour is more positive when pupils engage in purposeful games and activities during social times. Leaders are currently working with staff to ensure that pupils consistently benefit from such activities.

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Curriculum and teaching Expected standard

Leaders have carefully planned the curriculum and set out how staff should support pupils to learn it well. The school offers pupils a broad, balanced and ambitious curriculum that prepares them well for the future, including in subjects such as art and music. The school's approach also focuses on ensuring that pupils with barriers to learning are supported to learn the curriculum well. This includes, for example, making sure that teaching uses the inclusive strategies identified in pupils' learning plans or ensuring that pupils benefit from individualised support where this is appropriate.

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Curriculum and teaching Expected standard

Leaders have established clear teaching routines based on their insights into which approaches are likely to help pupils secure and remember knowledge. Staff usually apply these routines effectively in lessons, including checking pupils’ understanding regularly. When this happens, pupils learn well. However, some approaches are not used consistently, such as how teaching checks for understanding and then adjusts learning based on information obtained from these checks. As a result, there are times when pupils do not learn as effectively as leaders intend, leading to gaps emerging in pupils' knowledge of the curriculum.

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Curriculum and teaching Expected standard

Teaching helps pupils to develop secure foundations in reading and mathematics. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils. When pupils fall behind, leaders make sure they receive timely support to help them catch up.

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Leadership and governance Expected standard

Leaders understand the school's strengths. They regularly review the quality of education and support for all pupils, including those who are disadvantaged and pupils with special educational needs and/or disabilities. Leaders want the best outcomes for every pupil. They take appropriate and effective action to further support pupils' achievements and experiences, including through work to develop the curriculum and the professional learning given to staff. Nevertheless, there are a few instances when the intended impact of the school's improvement work is not securely embedded. This means that, on occasions, the intentions and expectations of leaders are not fully realised, such as with how pupils are supported to behave at breaktimes or how consistently teaching adopts the school's expected strategies.

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Leadership and governance Expected standard

Those responsible for governance know the school well. They support and challenge leaders appropriately to evaluate the school's work and continue to improve provision for pupils. Governors ensure that pupils are safe and that leaders fulfil their statutory responsibilities such as those relating to the Equality Act 2010. Regular reviews of safeguarding practices mean that governors know how pupils are kept safe at school.

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Leadership and governance Expected standard

Staff feel well supported by leaders. They value the professional development they receive and speak positively about leaders' support for their workload and wellbeing.

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Leadership and governance Expected standard

The school plays an important role in the local community. Parents and carers speak positively about leaders' work to strengthen these community links. For example, parents hold the annual summer fair in high regard, valuing how this event both brings the community together and celebrates the school's work.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils follow a personal, social and health education curriculum that helps them to understand the wider world and learn how to keep themselves safe, healthy and well. For example, pupils learn about road safety and travelling around London, how to interact safely with others online and how to eat a balanced diet. Pupils also build their understanding of healthy and safe behaviours through learning a comprehensive curriculum for the relationships and sex education curriculum.

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Personal development and wellbeing Expected standard

Leaders have designed and adapted the curriculum so that all pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils, learn how to become responsible citizens. Through this approach, pupils develop an age-appropriate understanding of fundamental British values. They learn, know about and celebrate different people, backgrounds and beliefs, including different cultures and religions. However, pupils’ understanding of these aspects of the curriculum varies and is, at times, not as embedded as it could be.

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Personal development and wellbeing Expected standard

Pupils take part in a wide range of clubs, visits and enrichment activities. These opportunities help them to develop their interests and talents and experience activities that they may not otherwise access. Pupils value this aspect of school life. For example, they speak positively about being able to go on residential visits and on educational outings to art galleries. Leaders monitor participation carefully to ensure that all pupils, including those with SEND and disadvantaged pupils, take part consistently in these opportunities. Pupils receive well-planned individualised pastoral support which helps them to be confident about and participate in all aspects of school life.

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Personal development and wellbeing Expected standard

Pupils also contribute to school improvement through activities such as helping to design the new playground or taking part in fundraising events. They appreciate these opportunities and recognise how they help to develop their confidence, character and leadership skills. Pupils feel like they have a voice in and a sense of ownership of their school. They are proud to show it off to visitors.

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