Hampton Gardens Secondary School

What Ofsted said

From the inspection on 20 January 2026

Pupils experience a calm, orderly and welcoming school. They follow routines without fuss and speak respectfully with staff and one another. When pupils raise worries, staff respond quickly and keep them informed. Pupils new to the school describe feeling known within days because routines are clear, support is visible and expectations are explained to them in plain language. Pupils enjoy engaging lessons. Teachers show examples clearly and provide effective practice and well-pitched questions. For example, in English, teachers break down complex texts and check pupils’ explanations before moving on. This approach helps pupils to remember important knowledge well and apply it when writing at length or discussing ideas. Across most lessons, pupils confidently connect and build on their previous learning. In a handful of lessons, teachers' checks on pupils' understanding are not as secure, so a few pupils do not produce the same depth of response. Leaders are acting to bring the same consistency to all classrooms through sharper guidance on expectations for written answers. Pupils value the breadth of experiences on offer. Clubs, visits and an enrichment week broaden pupils' interests and help them to try new things with their peers. Leaders carefully track participation and target invitations so that pupils with special educational needs and/or disabilities and those who are disadvantaged take part fully. Pupils can confidently explain how careers information, education, advice and guidance have shaped their choices, including what to study next and routes into apprenticeships or university. Older students describe how leadership roles build their confidence and how they support younger pupils during transitions and social times. The school provides precise support to enable pupils to attend school regularly. Pupils report that bullying is rare and that staff deal with any incidents promptly and fairly. They feel safe in school and say that staff responses give them confidence that concerns will be handled well.

What the school should improve

• Ensure teachers consistently check pupils' understanding and use assessment effectively in their teaching to close gaps and build the depth of pupils' knowledge consistently in key stage 3.
• Ensure that teachers have precise information about the adaptations pupils need and that they implement these adaptations effectively so pupils with special educational needs and/or disabilities can access and learn the intended curriculum consistently well.
• Strengthen the depth provided by the curriculum and teaching for high prior attainers at key stage 4 and in the sixth form, so a greater proportion secure the highest grades.

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