Hardwick and Cambourne Community Primary School

What Ofsted said

From the inspection on 14 April 2026

Pupils enjoy coming to this friendly, welcoming school. They have a strong sense of belonging. The school is split across two campuses. Two communities. However, pupils do not see themselves as two schools but as one extended family. Pupils arrive each morning to be greeted by a warm smile from their teachers. They move into school, organise themselves and settle quickly into learning activities. Pupils have a thirst for knowledge. They respond to teacher’s high aspirations by working hard. Pupils with special educational needs and/or disabilities (SEND) know that they will be supported well. They appreciate the adaptations teachers make to help them learn key knowledge. Pupils, including those with SEND, achieve well. This is reflected by outcomes at the end of Year 6 that are in line with national averages. Pupils are keen to show off their school and share their achievements. From the start of the early years, children forge positive relationships with their peers. Over time, these become strong friendships. Pupils are polite and well behaved. They share a deep respect for each other. They embrace the differences that they share as a community. Bullying is rare. The high number of pupils who join the school at irregular times are welcomed. They quickly settle and thrive alongside their new friends. Pupils trust staff. They feel safe and valued as individuals. This helps them want to come to school. Consequently, pupils attend well. Pupils enjoy a wide range of life defining experiences. They are proud to represent the school at key events. For example, they sing at local concerts. They play for sports teams in local and regional competitions, such as netball. As part of their studies of history, younger pupils relish the opportunity to meet the lady of the manor and experience jousting at a castle. Older pupils take on responsibility with enthusiasm. Pupil governors proudly ensure the views of their peers are heard and acted on by leaders and governors.

What the school should improve

• Leaders should ensure that staff have the expertise to check what pupils understand and use this information to adapt their teaching to address misconceptions, and embed adaptive inclusion practices into their teaching.
• Leaders should ensure that the wider personal development offer is carefully aligned with the curriculum to support pupils to secure a detailed understanding of key knowledge across subjects and about life in modern Britain.
• Leaders should ensure that staff in the early years consistently apply their knowledge and expertise to teach the early writing curriculum as intended.

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