Hampstead Norreys C.E. Primary School, located in Thatcham, Berkshire, was inspected on November 26-27, 2019. The overall effectiveness of the school was rated as good, maintaining a positive trajectory since its previous outstanding inspection in June 2012. The school provides a nurturing environment where pupils thrive, demonstrating kindness and thoughtfulness towards one another. Older students actively support their younger peers, fostering a sense of community. Teachers create a warm and safe atmosphere conducive to learning, closely monitoring students who may require emotional support.
The school emphasizes high expectations, encouraging pupils to embrace challenges with a positive attitude. Students exhibit curiosity and resilience, particularly evident in the early years, where children express a desire to explore and investigate. The school promotes problem-solving skills through initiatives like the cognitive crew, which assists pupils in overcoming difficulties. The range of extracurricular activities allows students to develop new interests and skills, contributing to their overall happiness and engagement with school life.
Attendance rates are high, with pupils rarely missing school. They exhibit good behavior in lessons and throughout the school, with no significant concerns regarding bullying. The school has effective measures in place to address any issues, including trained anti-bullying ambassadors who help resolve minor conflicts.
The leadership team, including the headteacher, is ambitious for all pupils, including those with special educational needs and disabilities. The curriculum is broad, challenging, and engaging, with a strong focus on mathematics and reading. Mathematics instruction is effective from the early years, leading to high achievement in this subject. Reading is prioritized, with a structured phonics program in place. Pupils enjoy literature and demonstrate an understanding of various writing techniques.
Writing skills are well-developed across the school, with pupils producing fluent and accurate work in diverse genres. Teachers utilize assessment effectively to gauge pupil progress and plan future learning. The needs of pupils with special educational needs are well understood, and timely support ensures they keep pace with their peers.
The curriculum is logically sequenced, helping pupils retain knowledge. For instance, key stage two students could summarize historical events effectively. Pupils are equipped with essential skills for independent research and tackling challenging tasks. However, there is a need for more emphasis on subject-specific vocabulary in foundation subjects, as current practices sometimes prioritize English over other disciplines.
The early years environment is stimulating, promoting collaborative play and learning. Leaders have recognized a decline in the proportion of children achieving a good level of development and have implemented a sharper focus on early reading and mathematics, which is positively impacting outcomes.
Relationships between pupils and teachers are strong, fostering positive attitudes towards learning. Pupils actively participate in discussions and appreciate the variety of clubs and activities available, particularly in sports and community engagement. They respect diverse beliefs and values but require more exposure to different cultures and lifestyles.
Safeguarding arrangements are effective, with staff trained to recognize changes in behavior and mood. Clear reporting systems are in place, and leaders are aware of local risks, collaborating with authorities to mitigate them. Pupils receive education on safety, including internet safety.
To improve, the school should enhance the focus on subject-specific vocabulary in foundation subjects and ensure the PSHE program addresses the diversity of modern Britain. Continued emphasis on early reading and mathematics is essential to support children in achieving a good level of development before transitioning to Year 1.
