|Name||Hampton Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 November 2017|
|Address||Percy Road, Hampton, TW12 2LA|
|Religious Character||Does Not Apply|
|Number of Pupils||385 (58% boys 42% girls)|
|Number of Pupils per Teacher||20.9|
|Local Authority||Richmond upon Thames|
|Percentage Free School Meals||9.1%|
|Percentage English is Not First Language||10.6%|
Information about this school
The school meets requirements on the publication of specified information on its website. Hampton Junior School is a three-form entry school and is larger than the average-sized junior school. In April 2013, the school federated with Hampton Infants School and became part of the Hampton Primary Partnership. In September 2017, the leadership team was restructured and both schools are led by the executive headteacher. The proportion of pupils who are eligible for pupil premium funding is below average. The proportion of pupils who have SEN and/or disabilities is average. The proportion of pupils who are from minority ethnic backgrounds is below average. The majority of pupils are White British. The proportion of pupils who speak English as an additional language is below average. The school meets the government’s floor standards, which set the minimum expectations for pupils’ progress and attainment.
Summary of key findings for parents and pupils
This is a good school Leadership at all levels is outstanding. The executive headteacher is highly ambitious and has created a culture of high expectations. Leaders share her vision for the school and have the commitment and skills to make further improvements. Leaders have an excellent understanding of the school’s strengths and weaknesses. They use this knowledge to pinpoint areas for development with a continual focus on improving pupils’ progress. Teaching, learning and assessment are consistently good. Teachers use their secure subject knowledge to plan well-structured activities which engage pupils well. Pupils make good progress. However, classroom activities do not consistently always challenge pupils to achieve their best, particularly the middle-ability pupils. Disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities make good progress. High levels of staff care and support ensure that these pupils achieve well. Governors share the high expectations of school leaders. Governance has significantly improved since the previous inspection. Governors now play a crucial role in maintaining the school’s overall effectiveness and driving improvements. Pupils’ spiritual, moral, social and cultural development is promoted well. It plays an integral part in the stimulating curriculum and extra-curricular provision. As a result, pupils receive a broad and balanced education, rich in learning experiences. Behaviour in lessons and around school is outstanding. Pupils enjoy coming to school and value their education. Attendance is above average. Pupils’ personal development is outstanding. Pupils are thoughtful and reflective learners. The school motto, ‘Be the best you can be’, inspires them to aim high. Pupils are well cared for at school and safeguarding is effective. Reading is promoted well across the school. Leaders acknowledge that the teaching of reading skills is not always effective and have put plans in place to address this.