Christopher Hatton Primary School
| Type | Primary / Community school |
| Age Range | 3-11 |
| Religion | Does not apply |
| Address | 38 Laystall Street London EC1R 4PQ |
| Phone | 02072784500 |
| Reference Number | 130342 |
Christopher Hatton Primary School is performing strongly overall, with inspectors judging it to be at the strong standard in every evaluated area. Safeguarding requirements are met. Pupils achieve well across a broad and ambitious curriculum, build secure foundations in reading, writing and mathematics from the early years, and produce consistently high-quality work. Published outcomes are above national averages in key areas, including for disadvantaged pupils, and pupils with SEND make impressive progress while following the same ambitious curriculum as their peers. Attendance and behaviour are also strengths. Leaders prioritise attendance, analyse it carefully and work closely with families to remove barriers, while pupils behave respectfully and classrooms are calm and purposeful. The curriculum is well sequenced and inclusive, teaching is consistently effective, and early years provision gives children an excellent start. Inclusion is a clear strength: needs are identified quickly, support is adapted, and disadvantaged pupils and those with SEND participate fully and achieve well. Leadership and governance are effective, and the personal development programme offers pupils rich experiences that build confidence, resilience and responsibility. The school context includes a higher-than-average proportion of pupils eligible for free school meals and a well-above-average proportion of pupils with SEN support, alongside a location with well-above-average deprivation. Despite these challenges, pupils achieve well and are prepared for the next stage of education. The main next step is to continue developing and embedding the school's effective attendance work so that every pupil, particularly those with additional needs, attends as well as possible.
General Makeup
| Number of pupils | 228 |
| Boy/Girl ratio |
Boys: 50.44%
Girls: 49.56% |
| Percentage of students eligible for free school meals | 42.1% |
| Percentage of students where English is not their first language | 61.4% |
Class Sizes
| Average size of one teacher classes | 28.5 |
| Average size of Key Stage 1 classes taught by one teacher | 29.3 |
| Average size of Key Stage 2 classes taught by one teacher | 27 |
Year Groups
| Year | Boys | Girls | Total |
|---|---|---|---|
| 1 | 15 | 13 | 28 |
| 2 | 18 | 12 | 30 |
| 3 | 14 | 13 | 27 |
| 4 | 12 | 18 | 30 |
| 5 | 15 | 12 | 27 |
| 6 | 9 | 15 | 24 |
Ethnicities
| Ethnicity | Percentage |
|---|---|
| White, British | 13.2% |
| White, Other | 13.2% |
| African | 11.4% |
| Mixed, Other | 11.4% |
| Unclassified | 4.4% |
| Asian, Other | 3.9% |
| White & Black (Caribbean) | 2.6% |
| Pakistani | 2.6% |
| White & Asian | 2.2% |
| White & Black (African) | 2.2% |
| Chinese | 1.3% |
| Indian | 1.3% |
| Caribbean | 1.3% |
| Irish | 0.4% |
| Overall Ofsted Rating | Strong standard |
| > Leadership & Governance | Strong standard |
| > Personal Development & Wellbeing | Strong standard |
| > Achievement | Strong standard |
| > Attendance & Behaviour | Strong standard |
| > Curriculum & Teaching | Strong standard |
| > Inclusion | Strong standard |
| > Early Years | Strong standard |
| Last Report Date | 30 Jun 2026 |
| Date | Report |
|---|---|
| 30 Jun 2026 | School inspection |
| 23 Feb 2022 | School inspection |
| 07 Jan 2011 | Interim assessment |
| 03 Dec 2007 | Full inspection |
| 21 Jan 2002 | Full inspection |
Strengths
- Pupils achieve well across a broad and ambitious curriculum, with secure foundations in reading, writing and mathematics from the early years.
- Published outcomes are consistently above national averages in key areas, including for disadvantaged pupils.
- Pupils with SEND make impressive progress from their starting points and access the same ambitious curriculum as their peers.
- Attendance is a high priority, with careful analysis and tailored support helping pupils attend regularly.
- Pupils behave well, show respect and kindness, and learn in calm, purposeful classrooms.
- The curriculum is well sequenced, inclusive and supported by high-quality professional development.
- Early years provision is excellent, with a language-rich environment and strong partnerships with parents and carers.
- Inclusion is strong: needs are identified quickly, support is adapted, and vulnerable pupils participate fully in school life.
- Leadership and governance are effective, with a clear vision, strong collaboration and careful consideration of staff workload.
- Personal development is carefully planned and enriched by sports, music, theatre, museums and residential visits.
- Pupils feel safe, valued and included, and they trust staff to deal with any concerns quickly.
- Safeguarding standards are met.
Areas for Improvement
- Attendance remains a focus for continued development: leaders should keep embedding their work so every pupil, especially those with additional needs, attends as well as possible.
How many students meet the standards
| Reading, Writing & Maths | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Pupils meeting the expected standard | 81% | ||
| Pupils meeting a higher standard | 19% |
Average Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
| Subject | School | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | 110 | ||
| Maths | 106 |
Progress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
| Metric | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | 2.3 | ||
| Writing | 1.6 | ||
| Maths | 2.3 |
How many students meet the standards
Sample
UnlockAverage Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
Sample
UnlockProgress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
Sample
UnlockUnlock Premium
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| Number of Applications | Number of Offers | |
| First Preference | ||
| Second Preference | 28 | 1 |
| Third Preference | 15 | 0 |
| From another Local Authority | 32 | 5 |
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