Hampton Primary School

Hampton Primary is a caring, inclusive school where pupils’ wellbeing is central and relationships are warm and nurturing. Pupils are polite, respectful and engaged, behaviour is good, and safeguarding arrangements are effective. The school’s personal development and early years provision are particular strengths, with strong mental health support, varied leadership roles, clubs, trips and community activities, and a purposeful early years environment that prepares children well for the next stage. The curriculum is ambitious and carefully designed, reading is prioritised with a consistent phonics approach and quick support for pupils at risk of falling behind, and pupils with SEND are well supported, including through a bespoke woodland class for those with complex needs. Governance and staff wellbeing are strong. However, recent curriculum changes are not yet consistently implemented: some activities are not sharply focused on intended learning, so pupils do not always remember what they have been taught, and subject leaders need greater oversight. Attendance remains too high an issue, especially for disadvantaged pupils, despite extensive work and some positive impact. This was the school’s first routine inspection since the COVID-19 pandemic and it is part of the Hampton Collaborative Trust; no overall effectiveness grade was given under the current inspection framework. The school has clear next steps around curriculum implementation and attendance.

Strengths

• Pupils’ wellbeing is at the heart of the school, with warm, caring and nurturing relationships.
• Pupils are polite, respectful and engaged, and bullying is rare.
• Personal development is exceptional, including strong mental health support and varied leadership roles.
• Early years provision gives children a strong start through purposeful learning and play.
• Reading is prioritised, with consistent phonics teaching and books matched to pupils’ sounds.
• Pupils at risk of falling behind in reading are identified quickly and supported.
• The curriculum is ambitious and carefully designed, with key knowledge and vocabulary building over time.
• Pupils with SEND are well supported and fully included, including through the woodland class.
• Attendance work is robust and beginning to have a positive impact.
• Broader development is comprehensive and linked to core values, with clubs, trips and community activities.
• Governance provides effective challenge and support, and staff wellbeing is considered.
• Safeguarding arrangements are effective.

Areas for Improvement

• Some aspects of the curriculum are not implemented in line with leaders’ expectations.
• Some pupil activities are not sharply focused on the intended learning, so pupils do not always remember what they have been taught.
• Subject leaders need greater oversight of curriculum implementation and impact.
• Pupil absence remains high, particularly for disadvantaged pupils.
• Disadvantaged pupils are not fully benefiting from the education available because of attendance barriers.

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 Primary School attended 92.6% of sessions (the national figure for primary schools was 94.8%). 20.2% 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, 0.1% of pupils at Hampton 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 Primary School had 21.9 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 4.2% 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, 17.2% of pupils at Hampton Primary School were on SEN support (nationally 15.4%) and 2.9% 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 2024–25 Hampton Primary School received £6,433 and spent £6,446 for each of its 677 pupils. It ended the year with reserves of £547,000 (£808 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). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Herne Bay · Kent local authority: places and applications

What is Hampton Primary School's Ofsted rating?

The latest Ofsted rating for Hampton Primary School is Good, from an inspection in January 2025.

When was Hampton Primary School last inspected by Ofsted?

Hampton Primary School was last inspected in January 2025.

How many pupils does Hampton Primary School have?

Hampton Primary School has 679 pupils on roll.

What age range does Hampton Primary School cover?

Hampton Primary School for pupils aged 3 to 11.

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

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

Where is Hampton Primary School?

Hampton Primary School is at Fitzgerald Avenue, Herne Bay, Kent, CT6 8NB.