Hampton Junior School

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About Hampton Junior School

Name Hampton Junior School
Website http://www.hpp.school
Ofsted Inspections
Headteacher Ms Helen Lockey
Address Percy Road, Hampton, TW12 2LA
Phone Number 02089792545
Phase Primary
Type Community school
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 447
Local Authority Richmond upon Thames
Highlights from Latest Inspection


Hampton Junior School continues to be a good school. There is enough evidence of improved performance to suggest that the school could be judged outstanding if we were to carry out a graded (section 5) inspection now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

This is a caring and friendly school. Leaders are highly ambitious for all pupils, and teachers work collaboratively to support them to succeed. Through the close links with the infant school, leaders know pupils and their families well.

Pupils are happy and safe. Their behaviour is excellent, and bullying is rare. When it does happen, leaders intervene quickly.

P...upils love learning and value their lessons. Teachers have thought carefully about how pupils' subject knowledge can be enhanced through outings and purposeful links across the curriculum. For example, in history, pupils extend their knowledge of Tudors by visiting Hampton Court Palace, and in art, by studying the portraits of Holbein.

Pupils achieve excellent outcomes and are well prepared for their next steps.

Pupils are proud of their involvement in the life of the school. The school council represents each class and meets regularly.

It decides on ways to keep improving the school, including adding new equipment in the playground, updating displays in corridors, and deciding on awards for pupils. House captains are responsible for leading the inter-house tournaments each term, where all pupils compete in sports such as dodgeball. The eco-committee has organised several whole-school initiatives, including recycling and composting schemes.

What does the school do well and what does it need to do better?

The curriculum is broad and well designed. This is because leaders have pinpointed the specific knowledge that pupils need to learn, and identified how this will build over time in each subject. For example, in geography, Year 3 pupils learn to locate the countries of the United Kingdom so that, by Year 6, they can compare the topographical features of these countries.

In art, pupils revisit and deepen their knowledge of colour theory in a logical sequence so that they develop a secure grasp of complimentary colours.

The teaching of reading is excellent, and pupils read a range of high-quality texts with enthusiasm. Teachers model reading aloud with confidence and clarity.

They choose non-fiction articles that draw on pupils' prior knowledge from other areas, such as geography, when they read about carnivals in Rio De Janeiro. Leaders have ensured that a well-structured phonics programme builds from the infant school's programme. This provides a smooth transition between Years 2 and 3, and enables pupils who are still struggling to read to catch up quickly.

Teachers prioritise the most important subject knowledge that pupils need to learn. They teach subject-specific vocabulary to develop pupils' oracy in the classroom. Teachers ask lots of questions to check that pupils understand, and reteach ideas where needed.

This helps pupils to develop a strong understanding of different subjects. Leaders are quick to identify pupils with special educational needs and/or disabilities, and ensure that teachers have frequent training on how to support them. As a result, staff know individual pupils' needs well and make appropriate adaptions to ensure all pupils follow the same curriculum with success.

Leaders have ensured that there are clear routines for learning in the classroom. As such, pupils enjoy their lessons and love learning. They support each other and work together happily.

The 'you own your own behaviour' charts reward pupils for their positive contributions and help to foster a strong sense of shared values within the school.

A wide range of opportunities contribute to pupils' personal development. Leaders have created lots of opportunities for leadership and responsibility for all pupils.

These include maths mentors and reading ambassadors, who support other pupils with their learning and help to organise the popular library. During lunchtimes, pupils run their own popular shop in the playground. Through weekly assemblies, teachers regularly reward pupils for their achievements and kindness.

Pupils learn about important topics, such as online safety, healthy relationships and equality.

Staff are overwhelmingly happy and proud to work here. Leaders have created a range of ways to reduce workload, including redesigning policies and introducing 'low-level' weeks.

Governors know the school well and have helped foster a close school community.


The arrangements for safeguarding are effective.

Leaders prioritise the safety of pupils.

They ensure that staff receive regular training throughout the year. As a result, staff know what signs to look out for and how to report these. Staff raise any concerns they may have, no matter how small, diligently.

Leaders work very well with external agencies and local partners. They keep detailed records and follow up any concerns routinely. The executive leadership team has oversight of safeguarding cases, including at the infant school, and this means that many families and pupils are well-known to leaders before arriving at the junior school.

Pupils are taught how to stay safe and report any worries they may have. They know who to talk to, and know that adults will help them with any concerns.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in November 2017.

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