Haselworth Primary School

Haselworth Primary School is a small, welcoming school where pupils are happy, feel safe and behave well. Inspectors found strong relationships between pupils and staff, high expectations for behaviour, and a positive personal-development offer. Early years provision is a notable strength, with settled routines, a strong focus on language and communication, and children who are independent and resilient. Reading is also strengthening, supported by a phonics-based approach that begins in the early years. However, the quality of education and leadership and management require improvement. The school has experienced leadership and staffing instability, which has limited its capacity to improve, and pupils' academic achievement is variable, particularly in mathematics and writing. Recent curriculum changes in English and mathematics are not yet fully embedded, and pupils' gaps and misconceptions are not consistently identified or addressed. Some task design is weak, and leaders do not yet have complete systems for evaluating the impact of recent changes. The school has high levels of pupil premium funding and an above-average number of pupils with SEND. Safeguarding is effective, and governors are well informed and have provided stability during unsettled times. Staff now form a settled team and recent changes are beginning to show a positive impact, but further work is needed to ensure pupils build securely on prior learning and achieve as well as they should across all subjects.

Strengths

• Pupils are happy, welcoming and settle quickly into school life
• Pupils have strong, caring relationships with staff and know where to go for help
• Pupils behave well and show respect towards others
• Pupils are enthusiastic in lessons and keen to learn
• Early years provision is strong, with settled routines and a focus on language and communication
• Children in early years show high levels of independence and resilience
• Reading is strengthening through a consistent phonics-based approach
• Pupils with SEND are identified accurately and well supported with emotional regulation and well-being
• Personal development is carefully considered, with local partnerships and sporting opportunities
• Governors are well informed and have provided stability during unsettled times
• Staff value training and targeted support from the local authority
• Safeguarding arrangements are effective

Areas for Improvement

• Pupils do not achieve as well as they should across all subjects
• Academic achievement is variable and particularly low in mathematics and writing
• Pupils' gaps and misconceptions are not consistently identified and addressed
• Weak task design sometimes prevents pupils from achieving the learning intention
• The impact of recent curriculum changes has not been fully evaluated
• Monitoring and assessment procedures are not yet fully embedded
• Some older pupils who need extra help do not have reading books at the right level
• Some tasks and activities lack precision and do not contribute clearly to pupils' learning, including for pupils with SEND
• Leadership and staffing instability has affected the school's capacity to improve

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 Haselworth Primary School attended 91.0% of sessions (the national figure for primary schools was 94.8%). 25.0% 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, 6.0% of pupils at Haselworth 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 Haselworth Primary School had 14.8 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 26.0% 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, 41.2% of pupils at Haselworth Primary School were on SEN support (nationally 15.4%) and 8.8% 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 Haselworth Primary School received £10,657 and spent £10,612 for each of its 115 pupils. It ended the year with reserves of £48,000 (£417 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 Gosport · Hampshire local authority: places and applications

What is Haselworth Primary School's Ofsted rating?

The latest Ofsted rating for Haselworth Primary School is Requires Improvement, from an inspection in December 2024.

When was Haselworth Primary School last inspected by Ofsted?

Haselworth Primary School was last inspected in December 2024.

How many pupils does Haselworth Primary School have?

Haselworth Primary School has 114 pupils on roll.

What age range does Haselworth Primary School cover?

Haselworth Primary School for pupils aged 5 to 11.

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

In 2025, 50% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Haselworth Primary School?

Haselworth Primary School is at Stone Lane, Gosport, Hampshire, PO12 1SQ.