Hampton Lucy C of E Primary School, located in Warwickshire, underwent an inspection on November 21 and 22, 2023. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education and behaviour and attitudes. However, personal development and early years provision were rated as good. The previous inspection in March 2022 had given the school a good rating.
Pupils express a strong sense of belonging and happiness at the school, describing it as a family environment where they feel safe and cared for. They enjoy a variety of opportunities to engage with the wider world and develop as good citizens. Despite this positive atmosphere, the quality of education is not yet sufficient for all pupils to achieve their potential. Some pupils experience low-level disruptions in classrooms, which can hinder their learning.
The school has made efforts to improve the curriculum since the last inspection, addressing previous shortcomings that affected pupils' retention of knowledge. While the new curriculum is being implemented, it is still in the early stages, and its impact on pupil outcomes has yet to be fully realized. Teachers demonstrate secure subject knowledge, particularly in mathematics, where structured lessons and engaging activities are employed. However, there is inconsistency in the delivery of the curriculum across different subjects, leading to some pupils not receiving the support they need.
The school has a significant number of pupils with special educational needs and disabilities (SEND), and while these pupils are identified quickly and receive well-planned support, the effectiveness of this support can vary. Some pupils remain disengaged in their learning, indicating a need for more tailored approaches.
A new reading scheme has been introduced, positively impacting pupils' reading skills. However, phonics instruction lacks consistency, with some errors in letter formation and spelling going unaddressed. The school has established a behaviour management system that pupils understand, but not all staff apply it consistently, resulting in occasional disruptions that affect the learning environment.
The provision for personal development is a notable strength, with various trips and activities enriching the curriculum and promoting understanding of diversity and British values. Pupils take on responsibilities within the school, contributing to a sense of community and leadership.
Governance at the school is characterized by commitment and involvement, but governors have not consistently held the school accountable for educational quality. This has implications for pupil achievement, which could be higher with more rigorous oversight.
The safeguarding arrangements in place are effective, ensuring the safety and well-being of pupils. To improve, the school must continue embedding the new curriculum, ensure consistent delivery and adaptation of the curriculum to meet all pupils' needs, and address low-level disruptive behaviour more effectively. Additionally, governors should receive training to enhance their ability to challenge and support school leaders in their efforts to improve educational quality. Overall, while the school has strengths, particularly in personal development and early years provision, there are clear areas for improvement that need to be addressed to enhance the educational experience for all pupils.
