John Hampden Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
457
AGES
3 - 11
GENDER
Mixed
TYPE
Community 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, ONS
01865 815175

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(29/06/2022)
Full Report - All Reports
77%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Park Street
Thame
OX9 3HU
01844212291

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. Along with staff and governors, you have ensured that the school provides a warm and welcoming learning environment. The vision of ‘aspiration and opportunity’ is embedded alongside the three core aims of ‘we do our best, we are kind and we are a team’. Positive relationships between staff, families and pupils underpin the work of the school. Parents and carers are extremely positive about the school and say that ‘the school feels like a family’ and ‘there is a real sense of community’. Your effective leadership has ensured that the school has continued to improve outcomes for all pupils. Precise action planning and feedback from external partners have supported the rapid improvement that has been made since you became headteacher in January 2016. Your recent work to improve the rates of progress of disadvantaged pupils has raised performance, with a higher proportion than previously achieving age-related expectations and above. Outcomes for pupils have been above those seen nationally for several years. More recently, the outcomes for those working at greater depth at the end of key stage 2 have risen and are now significantly above national figures, particularly in reading and mathematics. Pupils make strong progress across the school. The proportion of children who reach a good level of development at the end of the early years is typically above the national average over time. Pupils sustain this strong progress in key stage 1 and key stage 2. Pupils are well prepared for the next stage of their education as attainment is above average and progress is strong. Pupils’ attitudes to learning are very positive. They listen carefully to staff and to each other, enabling them to learn well. In lessons, pupils work well together, cooperating and supporting each other when needed. Similarly, at playtime, pupils are kind, friendly and warm towards each other. They are welcoming and inclusive to everyone in the school community. Pupils love learning because teachers make learning interesting and fun. Teachers plan sequences of learning effectively, particularly in English, mathematics, art and music. This is because of strong subject knowledge and high expectations of what pupils can achieve. At the last inspection, senior leaders were asked to provide pupils, particularly the most able, with more challenge to ensure that they are fully engaged in their learning. Teachers ensure that there is always something to challenge the most able pupils in these subjects. However, there are fewer opportunities to challenge the most able pupils in other subjects such as science, geography and history. There is a consistent approach to teaching and learning across the school. All staff, including teaching assistants, expect pupils to work hard and produce their best work. Pupils’ written work is of a very high standard because pupils know that teachers will only accept their best efforts. This is true in all subjects across the curriculum. Senior leaders have high expectations of staff and reflect this in the feedback and advice that they provide. They celebrate the positive aspects of learning that they have seen and also offer effective guidance on areas for staff to work on to sharpen their practice. Governors are committed to the school. They are knowledgeable and understand the improvement priorities. Governors regularly visit in order to monitor leaders’ actions to check that school improvement priorities are on track to be achieved. They ensure that statutory duties are met, for example by regularly monitoring the effectiveness of safeguarding procedures. They challenge and offer support when required. You were also asked, at the last inspection, to ensure that pupils were more involved in whole-class discussions. Senior leaders sought good practice in this area in other schools. As a result, cooperative learning and discussion strategies were introduced. These strategies are used effectively across the school to ensure that all pupils are involved in group discussions which feed into whole-class discussions. Another development point was to develop the skills of middle leaders further, so that they are able to contribute effectively to school improvement. The middle leaders of English and mathematics have received training and support from external consultants and now play an active role in improving teaching and learning across the school.

John Hampden Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>14, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 143 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>9, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 143 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>28, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 143 responses up to 29-06-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>81, "strongly_agree"=>7, "agree"=>5, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 143 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 143 responses up to 29-06-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>38, "strongly_agree"=>36, "agree"=>23, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 143 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>32, "disagree"=>9, "strongly_disagree"=>9, "dont_know"=>5} UNLOCK Figures based on 22 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>42, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 143 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>27, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 143 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>41, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 143 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 143 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>27, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 143 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>28, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 143 responses up to 29-06-2022
Yes No {"yes"=>99, "no"=>1} UNLOCK Figures based on 143 responses up to 29-06-2022

Responses taken from Ofsted Parent View

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