Hampton Bridge School

What Ofsted said

From the inspection on 27 January 2026

Many pupils have found a place to belong at Hampton Bridge School. Those who have historically found it difficult to 'fit in' now feel included, safe and happy at school. Pupils say that staff 'help you to feel comfortable being yourself'. Those who find peer relationships difficult are helped to make new friends. Highly positive relationships are evident between staff and pupils, throughout the school. As a result, pupils try hard to manage their emotions and be polite and respectful towards others. Bullying is rare and pupils are confident that staff will sort out any problems or concerns they may have. The majority of pupils have had negative experiences of education prior to joining the school. Many pupils have been out of school for extended periods of time. Often this absence is because of deep anxiety and trauma related to school attendance. Staff accommodate pupils' individual needs and remove any barriers that might prevent pupils from attending. The school offers a warm and welcoming environment. This means that pupils want to attend so that they don't miss out on what is happening at school. There is a notable improvement in attendance for pupils after joining the school. Pupils' individual circumstances and any barriers to learning they may have are known by staff. Highly effective provision is made to address these barriers and provide well for pupils' needs. Pupils enjoy learning in a carefully designed environment that helps them connect and engage with meaningful tasks and activities. Each 'small step' taken in the right direction and every success in pupils' personal and academic development is celebrated. This boosts pupils' confidence to attempt new learning. For example, pupils have engaged in various adventurous trips and community visits that previously they would have thought were beyond their capabilities. The school's carefully planned curriculum prepares pupils well for their next steps and for life in modern Britain.

What the school should improve

• Leaders should ensure more timely access to external specialist support so that all pupils' needs are fully identified and provided for as swiftly as possible. • Leaders should further expand their checks on alternative providers so they can assure themselves the quality of the curriculum being delivered aligns with pupils' learning targets. • Leaders should further refine the targets in pupils' learning plans so they align more precisely with the larger outcomes from their education health and care plans.

Read the full Ofsted report (opens in a new tab)