Hawley Primary School

Hawley Primary School is a larger-than-average mainstream primary school in Camberley, inspected in June 2026. Safeguarding standards are met. The school performs well in several areas: attendance and behaviour are strong, early years provision is excellent, and personal development and wellbeing are strong. Pupils are happy, safe, respectful, and benefit from a caring, inclusive culture with highly effective pastoral care. However, the quality of education overall sits at the expected standard rather than strong. Pupils achieve well overall, but published outcomes at the end of key stage 2 are less consistent, particularly for disadvantaged pupils, and multiplication check results have been below national figures. The curriculum is well sequenced and teaching is typically effective, but evaluation of staff development and the impact of pupil premium funding is not precise enough. Inclusion is effective, though evaluation of its impact needs sharpening, and while leadership and governance are effective, governors' oversight of impact is less developed. Next steps focus on refining support for disadvantaged pupils and monitoring the pupil premium strategy, embedding teaching improvements so the curriculum is consistently implemented, and strengthening governors' accountability for pupil outcomes. The school has notable strengths in attendance, behaviour, early years, and personal development, and leaders have an accurate understanding of strengths and areas for development.

Strengths

• Attendance is above national averages, including for disadvantaged pupils, and persistent absence is reducing.
• Pupils' behaviour is highly positive, with calm and purposeful classrooms and respectful relationships.
• Early years provision is excellent, with a well-sequenced curriculum and strong phonics teaching.
• Personal development and wellbeing are strong, with a comprehensive programme and highly effective pastoral care.
• The school is caring and inclusive, with early identification of needs and effective classroom adaptations.
• Safeguarding standards are met, with an open and positive culture where concerns are actively managed.
• Leadership has secured notable improvements in attendance and behaviour.
• Governance is effective, providing appropriate support and challenge and fulfilling statutory duties.
• Pupils achieve well overall, with secure foundational skills in phonics and early mathematics.
• The curriculum is clear and well-sequenced, and teaching is typically effective with strong subject knowledge.

Areas for Improvement

• Attainment at the end of key stage 2 is less consistent, particularly for disadvantaged pupils.
• Multiplication check outcomes have been below national figures.
• Evaluation of staff development and the impact of improvements over time is less precise.
• Evaluation of the impact of pupil premium funding is not always precise.
• Governors' evaluation of the impact of leaders' work is less well developed.
• Disadvantaged pupils do not achieve consistently well across the curriculum.
• The curriculum is not yet implemented consistently well across the school.
• Governors need to hold leaders more sharply to account for the impact of their work on pupils' outcomes.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Hawley Primary School attended 95.7% of sessions (the national figure for primary schools was 94.8%). 8.3% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.6% of pupils at Hawley Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Hawley Primary School had 20.2 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 4.4% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 8.1% of pupils at Hawley Primary School were on SEN support (nationally 15.4%) and 7.1% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Hawley Primary School received £6,291 and spent £6,706 for each of its 310 pupils. It ended the year with reserves of £31,000 (£99 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Camberley · Hampshire local authority: places and applications

What is Hawley Primary School's Ofsted rating?

The latest Ofsted rating for Hawley Primary School is Expected standard, from an inspection in September 2026.

When was Hawley Primary School last inspected by Ofsted?

Hawley Primary School was last inspected in September 2026.

How many pupils does Hawley Primary School have?

Hawley Primary School has 310 pupils on roll.

What age range does Hawley Primary School cover?

Hawley Primary School for pupils aged 4 to 11.

What are Hawley Primary School's SATs (KS2) results?

In 2025, 59% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Hawley Primary School?

Hawley Primary School is at Hawley Road, Blackwater, Camberley, Surrey, GU17 9BH.