Hampstead Norreys C.E. Primary School
phone: 01635 201371
headteacher: Miss A Butler
102 pupils capacity: 99% full
60 boys 59%
45 girls 45%
Last updated: June 19, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- OSGB coordinates
- Easting: 452752, Northing: 176292
- GPS coordinates
- Latitude: 51.483, Longitude: -1.2417
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 26, 2012
- Diocese of Oxford
- Region › Const. › Ward
- South East › Newbury › Compton
- Village - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 1.9 mile Hermitage Primary School RG189SA (196 pupils)
- 2.1 miles Compton C.E. Primary School RG206QU (155 pupils)
- 2.1 miles Yattendon C.E. Primary School RG180UR (79 pupils)
- 2.1 miles The Downs School RG206NU (1207 pupils)
- 2.6 miles Beedon C.E. (Controlled) Primary School RG208SL (48 pupils)
- 2.7 miles Brockhurst and Marlston House Schools RG189UL (315 pupils)
- 2.9 miles Priors Court School RG189NU
- 2.9 miles Priors Court School RG189NU (59 pupils)
- 3.5 miles The Ilsleys Primary School RG207LP (55 pupils)
- 3.5 miles Downe House RG189JJ (576 pupils)
- 3.7 miles Chieveley Primary School RG208TY (185 pupils)
- 3.7 miles Curridge Primary School RG189DZ (102 pupils)
- 4 miles Cold Ash St Mark's C.E. School RG189PT (180 pupils)
- 4.2 miles Basildon C.E. Primary School RG88PD (132 pupils)
- 4.2 miles St Finian's Catholic Primary School RG189HU (186 pupils)
- 4.2 miles Ridge House School RG189HU
- 4.5 miles Greenwood School RG189EF
- 4.7 miles Streatley C.E. Voluntary Controlled School RG89QL (98 pupils)
- 4.8 miles St Andrew's School RG88QA (286 pupils)
- 4.9 miles Bucklebury C.E. Primary School RG76QP (124 pupils)
- 4.9 miles Mary Hare School RG143BQ (230 pupils)
- 5.2 miles Whitelands Park Primary School RG183FH
- 5.2 miles Whitelands Park Primary School RG183FH (307 pupils)
- 5.3 miles Dunston Park Infant School RG183PG
|Inspection date(s)||26–27 June 2012|
Hampstead Norreys Church of England
|Unique reference number||109964|
|Local authority||West Berkshire|
|Inspection dates||26–27 June 2012|
|Lead inspector||Rob Crompton|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary controlled|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||102|
|Appropriate authority||The governing body|
|Date of previous school inspection||2 October 2008|
|School address||Newbury Hill|
|Telephone number||01635 201371|
|Fax number||01635 202951|
You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding
which schools to inspect and when.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or
look for the link on the main Ofsted website: www.ofsted.gov.uk
|Rob Crompton||Additional inspector|
This inspection was carried out with two days' notice. The inspector visited eleven
lessons or part-lessons led by five teachers. He held meetings with the Chair of the
Governing Body and school leaders and talked with pupils. The inspector took
account of the responses to the on-line Parent View survey in planning the
inspection, observed the school’s work and looked at the school’s self-evaluation,
improvement plans, policies, assessment and tracking systems, safeguarding
procedures and pupils’ work. The inspector analysed questionnaire responses from
51 parents and carers, as well as those from staff and pupils.
Information about the school
This school is smaller than average for its type. The large majority of pupils are of
White British heritage. A smaller proportion of pupils than usually found come from
minority ethnic backgrounds, or speak English as an additional language. The
proportion of pupils known to be eligible for free school meals is below average. The
proportion of disabled pupils and those who have special educational needs
supported by school action plus or with a statement of special educational needs is
below average. The school meets the government’s current floor standards which
sets the minimum expectations for pupils’ attainment and progress. In addition to a
Reception class, there are three mixed-age classes for Years 1 and 2, Years 3 and 4,
and Years 5 and 6. The school has Healthy Schools Status and has several other
awards including Investors in People, Activemark Gold, Artsmark Gold, Investors in
Families, and The Challenge Award. The headteacher is the executive headteacher of
this school and another school within the local authority and spends around half the
week in each. The senior leadership team includes an associate headteacher and an
|Achievement of pupils||1|
|Quality of teaching||1|
|Behaviour and safety of pupils||1|
|Leadership and management||1|
- This is an outstanding school. All groups of pupils make rapid progress and
reach high levels of attainment in English and mathematics by the end of Year
6. Reflecting the views of the overwhelming majority of parents and carers, one
parent wrote, ‘The school has given my children the very best start to their life-
- The Early Years Foundation Stage provides an excellent start. Pupils continue to
achieve very well through Years 1 to 6 due to the outstanding quality of
teaching. Underpinned by teachers’ secure subject knowledge, lessons move at
a brisk pace and include work that challenges pupils of all abilities.
- Pupils’ behaviour is outstanding and pupils have highly positive attitudes to
learning. They enjoy all aspects of school life; this is reflected in the high levels
of attendance. Pupils feel extremely safe and get along with one another very
well within the calm and purposeful atmosphere that pervades the school.
- The exceptionally well planned curriculum fully engages pupils and contributes
considerably to their motivation and enjoyment of learning. Every opportunity
is taken to promote pupils’ spiritual, moral, social and curriculum development.
- The headteacher plays a pivotal role in sustaining a shared vision and common
sense of purpose in a relentless drive for excellence. All staff feel valued. The
associate headteacher and assistant headteacher provide excellent role models
in their teaching. The roles of the leadership team are clearly defined, although
some parents and carers are not sure how leaders’ responsibilities are
distributed. This sometimes delays communication. The effectiveness of
teaching is closely monitored to ensure consistent high quality. Successful
approaches are shared and continuous professional development opportunities
keep staff up to date and help them review and sharpen their own classroom
What does the school need to do to improve further?
- Clarify, for parents and carers, the roles and responsibilities of the senior
leadership team, particularly in regard to whom parents and carers should
contact to seek general information or to pursue specific issues concerning their
Achievement of pupils
Children enter the Early Years Foundation Stage with skills that are broadly as
expected at their age. They make extremely good progress so that, by the end of
their Reception Year, their personal development, language and number skills are
above average. Children get along with one another very well; they are full of
curiosity and eager to learn. Using a tablet computer to create pictures, one boy said,
‘Come and see how I made the banana smaller.’ Children make a very good start in
learning letters and sounds (phonics) and this is reflected in their early reading skills
and in their growing confidence in writing. All children made good attempts at writing
a letter to a former Olympic medal winner. Using the correct punctuation and almost
accurate spelling, one wrote, ‘Dear Chris Moy, you are the best. I hope you win a
medll.’ Children’s mathematical understanding develops well through a wide range of
counting, sorting and construction activities. After building an aeroplane from large
interlocking blocks, for example, a group chanted in unison, ‘5, 4, 3, 2, 1, blast off!’
Pupils quickly gain essential skills in communication, literacy, numeracy and
information and communication technology, and become increasingly confident in
using them in their learning across the curriculum. Pupils’ attainment in reading is
well above average by the end of Year 2. They read with increasing fluency and
many are avid readers. ‘I’ve got the whole Roald Dahl collection at home,’ one boy
said proudly. A strong emphasis on speaking and reading has helped to increase
pupils’ confidence in writing which, after a slight dip last year, is above expected
levels. Pupils gain a good grounding in number facts and, by Year 2, most are adept
at using their mathematical knowledge, for example when calculating change from
50p, £1 or £2 during shopping activities.
As pupils move through Years 3 to 6, the rapid pace of learning is sustained. Pupils
have a keen interest in reading and writing, and reach well above average levels of
attainment. During an animated discussion about their reading habits, two girls said
they had ‘Enid Blyton fever’, and went on to discuss what these books reveal about
school life for an earlier generation. Pupils identify the literary devices used by
different authors to engage the reader. For example, one pointed out that, ‘Michael
Rosen uses alliteration, repetition and personification.’ Such insights emerge in the
written work of many pupils. In her narrative version of
Alfred Noyes, one pupil wrote, from the perspective of Tim, the ostler, ‘I peered out
from the behind the stable door as Bess and the highwayman embraced each other,
laughing, talking, hugging…Then I had the idea I had been waiting for – the red
coats – it was simple.’
In mathematics, pupils rise to the challenge of solving increasingly complex problems
and searching for patterns. One pupil was justifiably proud as she showed how she
had found a formula for identifying the sequence of triangle numbers, explaining
clearly that ‘the n
triangular number is (n+1) x (n ÷ 2)’.
Disabled pupils and those with special educational needs achieve as well as all other
groups of pupils in all year groups. They engage in learning well in daily lessons and
benefit from additional support within lessons or in small withdrawal groups.
Quality of teaching
Teachers take full advantage of pupils’ thirst for learning. In Reception, an excellent
balance between activities led by adults and those chosen or initiated by the children
ensures children build on their prior learning, at the same time developing their
independence. There is an air of purposeful activity in both the indoor and outdoor
areas. Adults take every opportunity to establish a dialogue with children and move
their learning forward. They use modern technology extremely well to stimulate
language development. For example, children were keen to record commentaries as
they watched videos of themselves during sports day.
Teachers promote pupils’ skills in literacy and numeracy very effectively. Teachers
and support staff are skilled in helping younger pupils to acquire essential phonics
(the way letters link with sounds) and number skills. This forms a strong base for
high quality teaching of reading. Classrooms abound with ‘working walls’ to which
pupils have contributed ideas and their work in progress. Individual targets are
negotiated and pupils become increasingly adept at reviewing their own work and
that of their classmates.
Teachers use many effective strategies to engage pupils and sustain their interest.
There were gasps of relief and delight as a ‘spelling test of 800 words’ was
interrupted by a video message from two puppets seeking the ideas of Years 3 and 4
pupils about developing their muscles and energy levels for the Olympics. This
prompted a wide range of purposeful activities, including internet searches, which
pupils thoroughly enjoyed. After working with a professional story teller, pupils went
on to reflect on the cultural references in the story and to create stories with the
same moral message but within a local context.
Teachers’ very secure subject knowledge is used to good effect in planning tasks with
an appropriate level of challenge for pupils of different abilities. Disabled pupils and
those with special educational needs are supported extremely well. The work set in
lessons takes full account of their prior learning, with the knowledgeable and
experienced teaching assistant providing skilled help in class or in small groups.
Behaviour and safety of pupils
Parents and carers are confident that their children are safe and well looked after.
The overwhelming majority responding to the questionnaire believe that behaviour is
generally good. Conversely, a minority raised concerns about lessons being disturbed
by poor behaviour. This issue was thoroughly explored. The inspection found that
well established and thoroughly effective arrangements ensure that pupils with
behavioural difficulties are enabled to take as full a part in lessons as possible, whilst
ensuring the minimum disruption for other pupils. Pupils have very mature views
about this. Asked to comment on behaviour, one said, ‘Some people have things in
their past that have happened … teachers respond to these personal difficulties very
well.’ Another acknowledged that sometimes the behaviour of some individuals can
be a little frustrating but that staff ‘address any poor behaviour very well’.
Pupils take on extra responsibilities enthusiastically and carry them out diligently. The
behaviour of most around the school is exemplary. Lessons run smoothly; lunchtime
is an enjoyable social occasion and break times are harmonious. Pupils feel extremely
safe and say that bullying of any sort is extremely rare. They are aware of the forms
bullying can take, such as persistent name calling and the misuse of social media
websites. Pupils know how to keep themselves safe. They are aware of potential
hazards and how to avoid them, for example when walking or cycling along country
lanes or using the internet.
Leadership and management
Members of the governing body are astute and keep a sharp eye on the impact of
the headteacher’s joint responsibilities. The roles and responsibilities of the three
senior leaders are clear to them and school staff, although some parents said they
were unsure about the respective duties of the leadership team and the protocols for
communication. Staff, especially those new to the school, are extremely well
supported through highly effective procedures for monitoring teaching, sharing
effective practice and providing further training. Close ties with the school linked
through the executive headteacher arrangement are highly beneficial. Joint training is
organised, curriculum plans are discussed and teachers’ assessments of pupils’ work
are moderated to help ensure accuracy.
The school has won a range of awards for its provision. The curriculum captivates
pupils’ interest and promotes their spiritual, moral, social and cultural development
exceptionally well. Topics, assemblies, visits and other activities frequently
incorporate learning about different cultures, faiths and lifestyles. Asked about how
they learn about life outside their own village, one pupil remarked, ‘We don’t know
many people who are different from us but we get on with children from different
cultures that we meet on exchange visits, so they don’t appear so different anymore.’
Pupils were extremely positive about the experiences they anticipate they will always
remember. Among their comments were, ‘The Science Museum was amazing.’
‘Abseiling in Wales was so thrilling, I’ll always remember it.’ ‘Rock pooling on the
beach was great.’ All pupils in Key Stage 2 learn an instrument and play in the school
band. Their enthusiasm for music was clear in their eager invitations to hear them
Safeguarding arrangements fully meet requirements. School leaders and members of
the governing body are committed to including all pupils equally and eliminating
discrimination. This is evident in the way meticulous records track pupils’ individual
progress through the school and the immediate response of senior leaders to any
anomalies that emerge. Any trends are quickly identified and feed into the school’s
well-founded development planning. The school’s success in maintaining its many
strengths indicates that it is well placed to ensure the outstanding quality of
education is sustained.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Floor standards the national minimum expectation of attainment
and progression measures.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
Safety how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
28 June 2012
Inspection of Hampstead Norreys Church of England Primary School,
Thatcham RG18 0TR
Thank you for your warm welcome when I visited your school. I thoroughly enjoyed
talking to some of you and seeing how much you enjoy your lessons, playtime and
lunchtime with your friends. You spoke highly of the school and your responses to
the questionnaire were also very positive.
You go to an outstanding school. You get off to an outstanding start to your school
life in the Reception class. You are taught exceedingly well and this, together with
your very positive attitudes and enthusiasm for learning, means you make excellent
progress and reach high standards. I was very impressed with your responsible
attitudes and the way you consider one another’s feelings so well.
It was great to hear how much you enjoy the many interesting activities arranged for
you. Teachers really bring the curriculum to life and you have plenty of opportunities
to use your literacy and numeracy skills. I hope those of you trying to work out how
many strokes it would take to complete a round of golf using various clubs found the
answer! Your headteacher and all the school's leaders are determined to ensure that
you continue to do as well as you possibly can. You told me how much you enjoy
exchange visits with the other school that your headteacher is also in charge of.
Some of your parents were not quite sure about who to contact about different
things when she is at the other school, so I have asked the school to make this
clearer for them.
Thank you once again for making my visit so enjoyable. I am sure you will continue
to work hard, to attend regularly and make the most of all that is on offer at