Hankham Primary School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Hankham Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Hankham Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Hankham Primary School on our interactive map.

About Hankham Primary School

Name Hankham Primary School
Website http://www.hankhamschool.co.uk/
Ofsted Inspections
Headteacher Mrs Sarah Timlin
Address Hankham Road, Hankham, Pevensey, BN24 5AY
Phone Number 01323763265
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 124
Local Authority East Sussex
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to Hankham School and know that all at the school have high aspirations for them to do well. Staff have pupils at the heart of all that they do. This is reflected in the way staff continually improve and develop what they do.

Pupils greet visitors with enthusiasm and are proud of their school. They are keen to share their experiences and achievements, such as their whole-school trip to Wakehurst Place, and sporting events they have taken part in.

Pupils talk with confidence about what they have learned.

They proudly explain how they learn how to be a better person. Pupils follow a curriculum which is carefully planned for the mixed age gro...up classes and supports all to attain well. This includes pupils with special educational needs and/or disabilities (SEND).

Pupils enjoy helping each other and are proud that there is very little mean behaviour. Staff help to resolve this quickly if it happens. Older pupils help younger ones with reading, and pupils from all year groups play well in the playground with each other.

Pupils feel safe here. Many parents and carers are also proud of the school, but a minority feel that the school could be even better.

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

Leaders plan the curriculum well.

They make sure that their ambition for pupils is realised and ensure all pupils have well-planned lessons that are taught well from the very beginning and through the school.

Teachers use day-to-day assessment well to work out what pupils know and what they need to know next. However, for some foundation subjects, these small checks of pupils' knowledge are not fully developed into working out what pupils know and can do overall, particularly as they move from one year to the next.

This hampers teachers as they are not able to support pupils as effectively from the start of each year.

Pupils, including those with SEND, achieve well in end of key stage assessments. Leaders ensure that pupils are taught to become confident and fluent readers from the very beginning.

Children are proud of their phonics knowledge and enjoy reading and being read to, activities they do frequently. This focus on reading continues through the school. Many pupils talk with passion about their love of books and reading.

Any who are at risk of falling behind are swiftly helped to catch up.

Pupils behave well and there is little disruption to lessons, which are calm and focused. All staff demonstrate high expectations which are embedded through the school right from Reception Year.

This shared approach means that a reminder is often all that is needed to bring pupils back to what they are learning if they do begin to lose focus. This considerate behaviour extends into the playground, where pupils generally play well together.

Pupils have many opportunities to take on extra responsibilities, which they are proud of.

Older pupils become reading champions or members of the active school council, and many are sport leaders and librarians. Similarly, there are some extra-curricular clubs, although these are limited and mostly sports-based. The personal, social, health and economic education curriculum ensures that pupils learn in an age-appropriate way about important topics, including relationships, keeping safe and how to keep healthy both mentally and physically.

This contributes well to their personal development. Pupils speak confidently about this learning and can explain how it will help them to navigate the wider world successfully.

Pupils with SEND are supported exceptionally well.

Leaders ensure that all staff know what the needs of each pupil are. Staff are confident and knowledgeable and support a wide variety of needs very well. They identify quickly what support might be required and they adapt the curriculum well.

Staff use outside agency support as appropriate. Consequently, most pupils with SEND are making good progress through the planned curriculum.

Leaders at this school quietly get on with the business of school improvement.

As a result, not all stakeholders, especially parents, are aware of the improvements that have been made. The areas for improvement from the last inspection are now strong aspects of the school. There are still some negative perceptions from some parents about how well the school provides for pupils.

Leaders have not established clear enough communication with all parents so that they feel fully engaged with the life of the school.

Staff report that their workload and well-being are considered by leaders. Staff and governors have a range of opportunities for professional development, which is appreciated and helps strengthen the overall provision even further.


The arrangements for safeguarding are effective.

All staff are fully trained to identify safeguarding issues with pupils. There is a policy for safeguarding.

Designated safeguarding leads take part in local network events to keep abreast of important local issues and information.

Leaders run a well-managed system showing where support has been given and actions taken. Leaders engage with outside agencies and show tenacity in engaging support and help for families.

Governors understand their duties in keeping pupils safe and have ensured all pre-employment checks have been carried out.

Pupils are taught how to stay and keep safe, including online. As a result, pupils feel safe in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, assessment does not give enough detail about what pupils know, understand and can do. This means teachers do not have clear starting points on which to build future learning. Leaders need to ensure that all staff understand the purpose of assessment and use it effectively in all subjects.

• A small proportion of parents have a less than favourable perception of the school. This could disengage families and affect pupils' education negatively. All leaders must redouble their efforts to engage with all stakeholders and ensure that communications are clear and effective.

  Compare to
nearby schools