Hampton Lucy CofE Primary School

Hampton Lucy CofE Primary School is a small, inclusive church school with a caring ethos. Safeguarding standards are met, and inspectors found most areas of the school's work to be at the expected standard, including attendance and behaviour, early years, inclusion, leadership and governance, and personal development. Pupils behave well, feel safe, and benefit from positive relationships, strong early years provision, and a broad personal development programme. Attendance is improving, and persistent absence is reducing. Reading and mathematics are strengths, and disadvantaged pupils and those with SEND are generally well supported. However, achievement and curriculum and teaching require attention. Assessment is not consistently used to identify and fill gaps in foundational knowledge, particularly in writing. Inconsistencies in spelling, punctuation and handwriting limit pupils' work, and key stage 2 writing outcomes are below national averages. Leaders have started to address this, but the impact of their work is at an early stage. The school has a high proportion of pupils with SEN support and above-average levels of disadvantage. Leaders and governors have an accurate view of priorities, staff are well supported, and parents are highly positive. The next steps focus on staff using assessment astutely and addressing writing errors consistently so that more pupils achieve securely across the curriculum.

Strengths

• Safeguarding standards are met, with an open and positive culture.
• Pupils behave well and demonstrate positive attitudes towards learning.
• Early years provision gives children a positive start, with communication, language and reading prioritised.
• Reading and mathematics are strengths of the school's provision.
• Inclusion is at the heart of the school's work, with pupils' needs identified quickly and accurately.
• Leaders and governors have an accurate understanding of the school's strengths and priorities.
• Staff feel well supported, and professional development is aligned to school improvement priorities.
• Personal development is thoughtfully planned, helping pupils learn about values, wellbeing and safety.
• Attendance is a clear priority and is improving over time.
• Pupils are polite, respectful and considerate, and bullying is uncommon and dealt with promptly.
• A wide range of enrichment, clubs and responsibilities builds pupils' confidence and independence.
• Parents and carers are highly positive about the school.

Areas for Improvement

• Achievement requires attention; some pupils do not achieve as well as they should by the end of key stages 1 and 2.
• Writing is a particular weakness, with inconsistencies in spelling, punctuation and handwriting limiting the quality of pupils' work.
• Assessment information is not always used effectively to identify and address gaps in pupils' knowledge.
• Some pupils move on to new learning before they have secured important concepts.
• Published key stage 2 writing outcomes are below national averages.
• The impact of recent strategies to improve writing remains at an early stage.
• Disadvantaged pupils' published outcomes in reading, writing and mathematics are below national averages, though small cohorts limit the data available.

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 Hampton Lucy CofE Primary School attended 93.3% of sessions (the national figure for primary schools was 94.8%). 15.6% 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, 1.3% of pupils at Hampton Lucy CofE 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 Hampton Lucy CofE Primary School had 14.8 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 7.4% 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, 32.5% of pupils at Hampton Lucy CofE Primary School were on SEN support (nationally 15.4%) and 5.0% 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 Hampton Lucy CofE Primary School received £9,924 and spent £10,788 for each of its 80 pupils. It ended the year with a deficit of £9,000 (-£113 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 Warwick · Warwickshire local authority: places and applications

What is Hampton Lucy CofE Primary School's Ofsted rating?

The latest Ofsted rating for Hampton Lucy CofE Primary School is Needs attention, from an inspection in September 2026.

When was Hampton Lucy CofE Primary School last inspected by Ofsted?

Hampton Lucy CofE Primary School was last inspected in September 2026.

How many pupils does Hampton Lucy CofE Primary School have?

Hampton Lucy CofE Primary School has 80 pupils on roll.

What age range does Hampton Lucy CofE Primary School cover?

Hampton Lucy CofE Primary School for pupils aged 4 to 11.

What are Hampton Lucy CofE Primary School's SATs (KS2) results?

In 2025, 46% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Hampton Lucy CofE Primary School?

Hampton Lucy CofE Primary School is at Church Street, Hampton Lucy, Warwick, Warwickshire, CV35 8BE.