The John Hampden School
Catchment Area, Reviews and Key Information

Primary
PUPILS
293
AGES
3 - 7
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
01296 395000 / 0845 3708090

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(02/10/2018)
Full Report - All Reports



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Wharf Road
Wendover
Aylesbury
HP22 6HF
01296622629

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, along with your governors and dedicated staff team, are determined to provide the best possible opportunities for pupils. The school’s ethos of ‘loving to learn’, alongside the seven key values – perseverance, independence, belonging, collaboration, reflection, good manners and respect – drive your decisions and processes. High expectations and warm, caring relationships ensure that children make good or better progress, particularly in English and mathematics. The school is a calm, welcoming and nurturing environment. Pupils’ behaviour is exemplary, and pupils are polite both to staff and to each other. Parents and carers overwhelmingly support the work of the school. One parent said, ‘My child is thriving here’, and another told me, ‘The progress my child made in foundation stage is unbelievable’. You and your deputy headteacher have provided highly effective leadership which has led to substantial improvements in attainment across the school. Outcomes at the end of Year 2 have been well above the national average in reading, writing and mathematics for the last two years. Pupils enjoy their school and love to learn. They settle well into the foundation stage classes and quickly become confident learners. Pupils quickly develop independence and resilience, and as a result, they make rapid progress in all areas of learning. This good progress continues in key stage 1, where teachers focus strongly on developing pupils’ confidence in phonics, spelling, handwriting and understanding of number. Pupils are challenged appropriately, and develop the ability to choose suitably difficult work, particularly in mathematics. Pupils enjoy having the opportunity to try harder work and solve problems. However, pupils’ reasoning skills in mathematics are less well developed. Your detailed self-evaluation clearly identifies the strengths and areas for improvement, with the most important priorities linking effectively with the school improvement plan. The plan provides staff, governors and others with practical actions to ensure that the school gets even better. You have identified the need to raise expectations across the wider curriculum to deepen pupils’ knowledge, skills and understanding further, so that expectations in other subjects are as high as in English and mathematics. Leaders, staff and governors have addressed the areas of improvement identified at the previous inspection. Teachers plan tasks that are matched well to the learning needs of pupils, including, particularly, boys. The curriculum provision has been reviewed and now includes opportunities for all pupils to explore areas that interest and motivate them. Pupils enjoy the range of trips and extra-curricular activities that support their learning. For example, the recent Year 2 visit to the Roald Dahl Museum and Story Centre was used as an effective stimulus for writing. The teaching of phonics is now a strength of the school, with outcomes having been above national figures for the last three years. The progress of groups is checked carefully by leaders, and appropriate support is put in place to tackle any underachievement. Safeguarding is effective. You and your governors place a high priority on keeping pupils safe. You have implemented policies and practice that are effective and fit for purpose. Staff and governors are well trained to keep them informed of their responsibilities to keep pupils safe. Your staff handbook ensures that everyone has the information they need if they have concerns about a child. Leaders have been proactive in addressing the lower attendance of some groups of pupils, providing effective individualised support for families who need it. As a result, absence figures are reducing. Pupils told me that they feel safe and well cared for at school, and parents and staff agree. The school’s curriculum helps pupils understand how to stay safe. For instance, pupils enjoy the health and safety week where they learn how to keep safe in a range of situations, including how to stay safe online. Pupils are confident that any worries or concerns will be dealt with quickly.

The John Hampden School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>88, "agree"=>9, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 98 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>88, "agree"=>12, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 98 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>20, "disagree"=>0, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 98 responses up to 06-02-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>82, "strongly_agree"=>3, "agree"=>5, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 98 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>29, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 98 responses up to 06-02-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>39, "strongly_agree"=>48, "agree"=>6, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 98 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>40, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>32, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 98 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>20, "disagree"=>0, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 98 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 98 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>36, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 98 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 98 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>31, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 98 responses up to 06-02-2024
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 98 responses up to 06-02-2024

Responses taken from Ofsted Parent View

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Review guidelines
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