Hampstead Parochial Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
232
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary aided school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
020 7974 1625

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(18/6/19)
Full Report - All Reports
96%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Hampstead Parochial School , Holly Bush Vale
Hampstead
London
NW3 6TX
02074354135

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Based on the evidence gathered during this short inspection, I am of the opinion that the school has demonstrated strong practice and marked improvement in specific areas. This may indicate that the school has improved significantly overall. Therefore, I am recommending that the school’s next inspection be a section 5 inspection. You, your leadership team and governors have developed a culture of high expectations with a strong sense of community. This has resulted in a school where staff are highly motivated, pupils are happy and they achieve exceptionally well. Parents, carers, pupils and staff all recognise the effectiveness of the leadership you provide. Two typical comments placed on the online survey, Parent View, were that pupils ‘are taken care of academically and emotionally’ and that you have ‘created a nurturing environment for our children to grow and flourish in’. Pupils report that they are proud to come to this school. They understand the school’s values and ‘golden rules’ which help them to feel safe and to achieve well. Pupils are articulate, polite and well mannered. They listen well and respect other people’s ideas. This means pupils are able to learn effectively from each other. They are encouraged to build on each other’s answers and are shown how to disagree in a respectful manner. All the staff who completed Ofsted’s survey said they are proud to work at the school. Staff and pupils show a strong connection with the school’s values of ‘Friendship, Compassion, Forgiveness, Respect, Responsibility and Koinonia’ – which pupils explained as being trusted and encouraged to jointly resolve conflict. You have a clear and accurate understanding of the school’s strengths and weaknesses. You have supported and developed an effective team of middle and senior leaders. Leaders and governors are reflective and strategic, detailing both how previous improvements have been made and maintained and their ambitions for the school to continue to improve. Governors are provided with evidence from a range of sources including data and presentations from middle leaders, as well as their regular visits to the school. As a result, their discussions and decisions in meetings are based on a deep understanding of the school. You have been successful in addressing the recommendations made at the previous inspection. There is evidence in classrooms and in pupils’ books of opportunities for pupils to develop their comprehension and reasoning skills in reading and mathematics. This has significantly improved the progress made by all pupils. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The single central record is well maintained. Recruitment checks on staff are thorough and recorded in line with statutory requirements. Staff training is kept up to date and is effective. You keep meticulous records on child protection issues and work effectively with families and external agencies. Every parent and member of staff who responded to Ofsted’s online questionnaire agreed that children feel safe. Pupils who I spoke with during the inspection were confident that the school keeps them safe at all times. They said that bullying is not an issue at the school but pupils know who they can speak to for help. Pupils know about how to keep themselves safe, including when online. You provide regular safety lessons to pupils, through personal, health and social education lessons and through visitors to the school. Recent events have included fire safety, online safety and using the London Underground safely. You and your leaders track pupils who arrive late or who have lower attendance. You work with parents by holding meetings and through initiatives in school such as certificates and assemblies to try and improve attendance and punctuality. You have had some success with this. Inspection findings  At the start of the inspection, we agreed key areas where inspection activity would be focused. We agreed that I would explore reading in key stage 2. This is because it was identified at the time of the last short inspection as a ‘next step’.  The leadership team is reflective, as shown by the changes made following evaluation of the school’s group approach to reading. As this was not having the desired impact, you made changes to introduce whole-class reading sessions. You then monitored this approach to ensure better progress. Leaders have a clear understanding about effective teaching of reading and how to support and develop teachers further. There is a focus on broadening vocabulary and on word meaning.  You have arranged the curriculum so that there are strong links between the books pupils read and the topics which they learn about. This helps them to deepen their reading comprehension. For example, a Year 5 reading book is linked to their topic about ancient Egypt. This advances their reading skills and helps them to understand ancient Egyptians’ belief in different gods and their stories about creation. The types of questions which teachers ask of pupils encourage deeper thinking and reasoning. Pupils enjoy reading, have access to a range of texts and can summarise well.  As a result of the school’s actions, pupils’ progress in reading has improved; over the last three years, the school has consistently achieved progress in the top 20% of all schools; last year, it was in the top 10%.  I also focused on the progress of pupils in mathematics at key stage 2. This, too, was identified at the time of the last short inspection as a ‘next step’. Leaders have responded by providing professional development for staff. They have also made sure that appropriate resources are always available so that pupils have regular access to them to support their mathematical learning. There is a culture where staff will ask for support and feedback so that they can continue to improve.  The school’s focus on securing strong progress for every pupil is based on teachers’ accurate understanding of individual needs, as discussed at regular ‘pupil progress meetings’. The ‘mastery’ approach used by the school begins with the development of conceptual understanding, followed by reasoning questions to provide stretch and deepen understanding. Teachers ensure that different levels of mathematical challenge are available so that all pupils, including the most able, are making strong progress. Any pupil who requires extra help is given it rapidly.  The successful outcome of the school’s work is seen in the significant gains in pupils’ progress in mathematics. As with reading, over the last three years the school has consistently achieved progress in the top 20% of all schools; last year, it was in the top 10%.  Finally, I looked at how middle leaders have been developed to lead on aspects of the school’s work, including the teaching of phonics and a range of other subjects.  Your support for middle leaders has been strong and, as a result, they are reflective about their areas of responsibility. They have an accurate understanding of strengths and next steps. Good use is made of their professional development. There is an expectation that, when staff attend courses, they return to school with a plan to show the actions they intend to take and the impact this will have on their work. This is then evaluated at a later date, with plans for further improvements.  The leadership of phonics has brought about consistency in approach, with effective teaching across the early years and key stage 1. Well-established routines help to maximise teaching time and promote strong progress. As a result, the proportion of pupils who met the expected standard in the 2018 phonics screening check was significantly higher than that found nationally.  Middle leaders with subject responsibility have worked well together to provide strong links within a broad curriculum. Good examples were seen of pupils’ work demonstrating meaningful links. For example, English, science and technology were brought together in pupils’ work on the heart. This included writing stimulated by the visit of a cardiologist, and the building of a model of a heart. Similarly, constructive links were seen between pupils’ study of Ernest Shackleton’s exploration, their descriptive writing about Antarctica, and their knowledge and understanding of geographical terminology.

Hampstead Parochial Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 82% Agree 18% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>82, "agree"=>18, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 207 responses up to 30-06-2019
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Figures based on 207 responses up to 30-06-2019

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Figures based on 207 responses up to 30-06-2019

unlock

Figures based on 207 responses up to 30-06-2019

unlock

Figures based on 207 responses up to 30-06-2019

unlock

Figures based on 207 responses up to 30-06-2019

unlock

Figures based on 207 responses up to 30-06-2019

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Figures based on 207 responses up to 30-06-2019

unlock

Figures based on 207 responses up to 30-06-2019

unlock

Figures based on 207 responses up to 30-06-2019

unlock

Figures based on 207 responses up to 30-06-2019

unlock

Figures based on 207 responses up to 30-06-2019

Responses taken from Ofsted Parent View

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