Hampton Lucy CofE Primary School

What Ofsted said

From the inspection on 14 July 2026

Hampton Lucy Primary School is a small school with a big heart. Pupils are proud to belong to this friendly and inclusive school. From the moment they arrive each morning, they are greeted warmly by staff who know them well and take an active interest in their wellbeing. As a result, pupils feel safe, respected and valued. They are confident that adults will listen to them and provide support when it is needed. Pupils enjoy coming to school and most attend regularly. They speak enthusiastically about their learning and the opportunities available beyond the classroom. Clubs, educational visits and guest speakers help pupils to develop new interests and talents. Older pupils take on responsibilities and act as positive role models for younger children. Pupils value being part of a community where everyone is encouraged to participate and succeed. Pupils behave well throughout the school. They understand the school's expectations and follow established routines sensibly. Lessons are purposeful, allowing pupils to focus on their learning without disruption. At social times, pupils play cooperatively and include others. They understand the difference between friendship issues and bullying and say that bullying is uncommon. Pupils trust staff to deal with concerns fairly and promptly. Pupils develop confidence and independence as they move through the school. Children in the early years settle quickly and engage enthusiastically in a range of activities. Across the school, pupils typically acquire knowledge and skills in a range of subjects. Pupils develop their writing over time, but some continue to make basic errors in spelling, punctuation and letter formation. As a result, they do not achieve as well as they should in writing compared with reading and mathematics. Staff support pupils who face barriers to learning, helping them to participate fully in school life. Consequently, pupils are increasingly well prepared for the next stages of their education.

What the school should improve

• Leaders should ensure that staff use assessment information astutely to identify those pupils who have not secured foundational skills in grammar, punctuation, spelling and handwriting so that any gaps are addressed and closed quickly.
• Leaders should ensure that staff address pupils’ errors in grammar, punctuation, spelling and handwriting consistently, so that more pupils apply this knowledge securely and achieve what they are capable of in writing.

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