Ofsted conducted a remote visit to Hamilton Primary School on November 11, 2020, as part of its efforts to understand how schools are managing the return to full education following the COVID-19 pandemic. The visit was led by Her Majesty’s Inspector, Hannah Stoten, and aimed to gather insights into the school's operations since the government mandated the full reopening of schools in September 2020. The visit was conducted under section 8 of the Education Act 2005, in accordance with Ofsted's procedures for remote visits during the suspension of routine inspections due to the pandemic.
During the visit, discussions were held with the headteacher, Nick Hutchings, and the deputy headteacher. However, no pupils were interviewed. The context of the visit was significant, as it occurred during a time when many schools were adapting to new challenges posed by the pandemic. At the time of the visit, several year groups at Hamilton Primary School were self-isolating due to COVID-19 protocols, with nearly half of the pupils working from home.
Inspectors noted that despite the disruptions, pupils were engaged in their usual curriculum subjects. The school leadership expressed their intention to return to the standard curriculum by the summer term of 2021. At the beginning of the autumn term, teachers assessed pupils' starting points in key areas such as reading, writing, and mathematics. The findings indicated that pupils had not fallen significantly behind in these subjects during the period of remote learning.
To support reading development, the school has expanded its range of reading materials, providing more opportunities for pupils to engage with texts. In Year 3, additional time has been allocated to phonics instruction to assist pupils who may need extra support. In mathematics, teachers are revisiting previously learned concepts to reinforce understanding before introducing new material. Adjustments have also been made to the order in which subjects are taught, with practical tasks being adapted to suit remote learning conditions. For instance, in science, teachers are demonstrating experiments alongside pupils to maintain engagement.
The school has established a remote learning framework that allows pupils to access the same content at home as they would in school. For those without computer access, paper-based learning packs are provided to ensure continuity in education. The leadership team has been proactive in addressing the challenges posed by the pandemic, ensuring that pupils receive a comprehensive education despite the circumstances.
The insights gathered from this visit will contribute to Ofsted's national reporting, helping to inform government and educational policy moving forward. The visit did not reveal any significant concerns regarding the school's operations during this challenging period. The findings reflect the school's commitment to maintaining educational standards and supporting its pupils through the ongoing challenges of the pandemic. The letter summarizing the visit will be shared with relevant stakeholders, including the chair of the governing body and the regional schools commissioner, and will be published on the Ofsted website for public access. The collaborative efforts of the school leadership and staff during this time are commendable, and their strategies will play a crucial role in the ongoing recovery and adaptation of the education system in response to the pandemic.
