Hawkesley Church Primary Academy

What Ofsted said

From the inspection on 13 January 2026

Pupils at Hawkesley take great pride in their school. They appreciate that staff know them, value them and care for them. Pupils experience a safe and welcoming environment. They attend school regularly and treat one another with care and consideration. Pupils speak warmly about Ruby, the school dog, who adds to the calm atmosphere and supports their wellbeing. They trust adults to help them solve problems and listen to worries. Pupils talk with confidence about the help that the school offers. They appreciate the thoughtfully provided extra support that helps them to access the opportunities that the school provides. Pupils behave extremely well throughout the day. They move sensibly and follow routines without fuss. Lunchtimes and playtimes are orderly. Pupils say that bullying does not worry them. They know how to seek help and are sure staff act quickly and fairly. Pupils show courtesy and patience. They welcome visitors and can explain their learning clearly. Pupils engage enthusiastically with learning and show determination when work is difficult. They sustain effort, listen carefully and respond to feedback. Teachers help pupils to achieve well from varying starting points. Pupils enjoy reading and talk about texts with insight, drawing on a growing vocabulary. Pupils take on leadership roles, learn how to contribute to the school community and make changes that matter to them. They join clubs, represent the school and celebrate differences. Pupils speak confidently about the strategies they use to manage emotions. They feel secure because the rules and routines are clear and followed diligently. Pupils say that the school 'goes the extra mile' for them and their families. They feel loved, supported and ready to learn each day. Pupils relish the days that start with an assembly where they come together to listen, to share, to talk and to sing together with unbridled joy and a sense of togetherness.

What the school should improve

• Leaders should identify precise starting points for all pupils and address gaps in foundational knowledge consistently so that progress accelerates. • Leaders should consistently review the learning and progress of pupils with special educational needs and/or disabilities and the impact of teachers' adaptations so that any gaps in their knowledge close swiftly and securely. • Leaders should evaluate the strategies they use to identify and act on priorities quickly so that each aspect of the school's work is of consistently high quality.

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