Hampton College, located in Peterborough, Cambridgeshire, underwent an inspection on June 27 and 28, 2023. The overall effectiveness of the school was rated as good, with similar ratings for the quality of education, behavior and attitudes, personal development, and leadership and management. However, early years provision was noted to require improvement, while sixth-form provision was rated as good. The school has maintained its previous inspection grade of good.
Pupils at Hampton College express happiness and pride in attending the school, recognizing the commitment of their teachers to their academic success and personal growth. The supportive atmosphere fosters a sense of safety, with pupils moving sensibly between lessons and demonstrating good manners. They feel confident in sharing concerns with staff, who are responsive to issues such as bullying. The school effectively prepares pupils for transitions between educational phases, offering opportunities for visits and participation in various enrichment activities, including clubs and awards programs.
Leaders at Hampton College are dedicated to refining the curriculum to ensure pupils achieve well. The ambitious curriculum in the sixth form is delivered effectively, with teachers demonstrating strong subject knowledge. Most subjects have clear plans outlining what pupils need to learn at each stage, facilitating progression between primary and secondary education. Teachers introduce new concepts clearly and provide opportunities for discussion and practice. However, in a few subjects, planning across phases is less secure, which can slow learning.
The school ensures that all pupils have access to the subjects required for the English Baccalaureate, and those who choose this pathway achieve well. While the school has made progress, leaders acknowledge that they are not yet on track to meet national ambitions regarding the proportion of pupils following a full English Baccalaureate program. Overall, pupils and students in the sixth form achieve well, with nearly all gaining necessary qualifications for their future aspirations.
In the early years, there are areas for improvement, particularly in the clarity of skill development across learning areas. While staff check children's knowledge to inform teaching, play-based learning does not consistently deepen understanding. Some children may not be adequately prepared for the Year 1 curriculum. Additionally, there is inconsistency in phonics teaching, with some pupils not progressing as quickly as they should. Leaders are encouraged to ensure that all staff have the necessary expertise and resources for effective phonics instruction.
Behaviour management systems are clear and understood by both pupils and staff, contributing to smooth lesson delivery. Pupils are well-prepared for later life, learning essential life skills in the primary phase and receiving organized careers guidance in the secondary phase. The school promotes a respectful and tolerant environment, with a well-structured personal, social, and health education curriculum.
Governance is effective, with governors and trustees working collaboratively to support ongoing school improvement. They prioritize staff well-being, contributing to a positive school culture. Safeguarding arrangements are robust, with leaders prioritizing pupil safety and establishing a culture of vigilance among staff. The curriculum is adapted to address local challenges, ensuring pupils understand online safety.
To improve, leaders need to organize the curriculum in the early years and certain subjects into smaller steps to enhance skill development. Consistency in phonics implementation is also necessary to ensure all pupils learn to read effectively. Additionally, leaders should evaluate the effectiveness of various provisions to strengthen staff expertise and ensure consistent practices across the school.
