Hamilton Academy, located in High Wycombe, Buckinghamshire, has been recognized as a good school following its inspection on April 24 and 25, 2024. The headteacher, Stephen Nunn, leads the school, which operates under a single academy trust overseen by a board of trustees chaired by Paul Basham. The school is characterized by a positive atmosphere, with pupils displaying commendable behavior across both of its sites. Staff maintain high expectations, contributing to effective learning outcomes that align with national standards at the end of key stages one and two.
Pupils at Hamilton Academy are enthusiastic about their education and actively participate in various extracurricular activities. The school offers a rich array of experiences beyond the classroom, ensuring that all students, including those from disadvantaged backgrounds, have access to these opportunities. During the inspection, Year 5 students were engaged in learning about opera in preparation for an upcoming theater visit, showcasing the school's commitment to cultural enrichment. The diverse range of clubs, including chess, darts, and Bollywood dance, further enhances the students' school experience. The football teams take pride in their achievements, reflecting the school's vibrant community where pupils feel safe and happy.
The school emphasizes its values of aspiration, self-belief, and respect, which pupils understand well. They demonstrate respect for others and the environment, exemplified by their involvement in planting 600 saplings in a designated area to promote environmental awareness. Over recent years, Hamilton Academy has undertaken a comprehensive review of its curriculum, clearly identifying the essential knowledge, skills, and vocabulary that pupils are expected to learn. This clarity enables teachers to deliver lessons effectively, and in many subjects, staff exhibit strong subject knowledge. For instance, Year 4 pupils confidently explain the use of data loggers and sensors in computing.
However, there are areas for improvement. In some foundation subjects, staff are still adapting to the new curriculum content, and occasionally, their subject knowledge may not be as robust as required. This can lead to activities that do not adequately support pupils' learning of the intended knowledge. The school possesses significant expertise and is well-positioned to equip staff with the necessary skills to implement the curriculum effectively.
Reading is a central focus of the curriculum, with staff teaching phonics effectively. Children in the early years receive strong support, particularly those who speak English as an additional language. The school ensures that reading materials align with pupils' phonetic knowledge, enabling most to read fluently and accurately by the end of key stage one. Older pupils express enthusiasm for reading and participate in holiday reading challenges, indicating a strong reading culture.
The school is adept at identifying the additional needs of pupils with special educational needs and/or disabilities (SEND), ensuring their inclusion in all school activities. However, some support plans for these pupils lack specificity, which can hinder their learning progress. The school prioritizes personal development, teaching pupils about safety in various contexts and promoting healthy relationships. The positive attitudes towards learning and mutual respect among pupils contribute to a supportive school environment.
Attendance has historically been a challenge, but the school has implemented effective strategies to address this issue, resulting in improved attendance rates. Leaders continue to work closely with families to emphasize the importance of regular school attendance. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. Overall, Hamilton Academy continues to provide a good education, with a strong foundation for further improvement in specific areas.
