Christopher Hatton Primary School Review 2026: Outstanding primary with an oracy-led curriculum

In a part of central London where families often balance busy commutes with tight childcare logistics, this is a school that is unusually explicit about what it wants children to become: informed, articulate and empowered, with language development placed at the centre of daily learning. The most recent Ofsted inspection (23 to 24 February 2022, published 09 May 2022) judged the school Outstanding in every area, including early years provision, which matters here because entry begins in Nursery.

On academic outcomes, the school’s Key Stage 2 results are very strong. In 2024, 95.67% of pupils met the expected standard in reading, writing and mathematics, compared with an England average of 62%. At the higher standard, 34.67% reached greater depth, compared with an England average of 8%. Ranked 721st in England and 9th in Camden for primary outcomes (FindMySchool ranking based on official data), performance sits well above England average (top 10%).

Leadership is currently held by Ms Clare McBride.

The school’s identity is wrapped up in its “Hattoneers” language, not as a branding exercise, but as a practical framework for behaviour and classroom culture. The values are stated plainly, including respecting the rights of others, valuing everyone equally, behaving with consideration and kindness, caring for the environment, embracing challenges, and being informed, articulate and empowered.

That emphasis on language is not confined to English lessons. The leadership message describes a curriculum that is designed around learning to talk and learning through talk, with classrooms intended to build belonging and pride in learning.

Staffing information indicates a small-school structure by class count, with one class per year group and a distinct early years set-up across Nursery and Reception.

Headship is currently under Ms Clare McBride. A Camden governor newsletter indicates she was job-sharing with long-term head Gwen Lee until January 2024, which provides useful context for families who care about leadership continuity.

For a state primary, the headline figures are hard to ignore.

• Expected standard (reading, writing and mathematics combined, 2024): 95.67%, compared with the England average of 62%.

• Higher standard (greater depth, 2024): 34.67%, compared with the England average of 8%.

• Subject-level measures also show high attainment, including 97% at expected standard in reading, 100% in mathematics, and 93% in science (2024).

In rankings terms, the school is ranked 721st in England and 9th in Camden for primary outcomes (FindMySchool ranking based on official data). That translates to being well above England average (top 10%), which is consistent with the high attainment profile.

A practical implication for families is that the curriculum and classroom expectations are likely to suit pupils who enjoy being stretched, particularly those who respond well to structured talk, vocabulary work, and high expectations across subjects. For pupils who are quieter, the same oracy focus can still work well, but it tends to require a school culture that actively and patiently builds confidence, rather than leaving participation to the loudest voices.

The school’s own curriculum framing emphasises relevance, connections across subjects, and high expectations, alongside an explicit focus on equity and anti-racist practice. It also describes thematic learning where appropriate, while keeping some subjects taught discretely to maintain rigour and progression.

The wider picture from the most recent inspection aligns with that intent, describing a challenging, carefully sequenced curriculum and strong, consistent classroom practice. The report gives concrete examples of pupils discussing how to classify a platypus in Year 6 science, illustrating the kind of purposeful talk and reasoning the school values.

Reading is treated as a cornerstone, with early-stage checking of sounds and careful matching of books to pupils’ current phonics knowledge, which is exactly the sort of implementation detail parents often want to know but do not always find clearly described.

As a Camden community primary (ages 3 to 11), the main transition point is the move to Year 7. The school’s latest inspection report states that pupils are exceptionally well prepared for secondary school, supported by consistent routines and expectations across year groups.

For families planning ahead, it is worth remembering that secondary applications are made through the home local authority, and the Holborn location means some families will reasonably consider options across Camden and neighbouring boroughs, depending on travel routes and the child’s needs. The school provides general secondary transfer guidance on timings, but individual destination patterns are not published in a way that can be summarised reliably without speculation.

Reception entry is coordinated by Camden

The school states it follows Camden Local Authority admissions criteria and encourages families to arrange tours.

Demand data indicates a competitive picture at the point of entry. In the latest published admissions dataset, there were 94 applications for 30 offers, a ratio of 3.13 applications per place, and the route is marked as oversubscribed. The first-preference pressure is also meaningful, with first-preference demand running above the number of first-preference offers (ratio 1.34). The implication is straightforward: families should treat admission as uncertain unless they have a strong priority under the local authority criteria.

For families targeting September 2026 Reception entry, Camden’s published deadline to apply online was 15 January 2026 (now passed). For future years, the pattern typically follows the same cycle, with applications opening in the autumn term and closing in mid-January, so parents should plan on that cadence and verify the exact dates each year.

Nursery provision and entry route

Nursery is a distinct entry route with its own process. The Nursery admissions page sets out an interest registration approach, with families asked to complete a registration form and then arrange a visit. It also explains early education entitlement and routes to 30 hours for eligible families, including the government scheme for working parents and the Camden Enhanced scheme.

The practical implication is that families with younger children may be managing two timelines: Nursery entry (direct engagement with the school) and Reception entry (Camden-coordinated). Keeping those routes separate in your planning helps avoid missed deadlines.

As a general tool, families who are relocating can use FindMySchool’s Map Search to sense-check daily travel time and neighbourhood fit before they get deep into the admissions process.

Behaviour and relationships appear to be a defining strength. Pupils are described in the latest inspection as polite and considerate, with high trust in adults and strong routines that run smoothly. The same report indicates that staff morale is high and turnover is very low, which often correlates with consistent expectations for pupils and a stable learning experience for families.

The report also confirmed safeguarding arrangements are effective, which is a baseline requirement but still important for parents weighing early years entry.

There is a clear sense that enrichment is treated as part of the whole offer rather than an optional add-on, though availability can shift term by term.

From an activities perspective, the latest inspection explicitly references clubs including taekwondo and basketball, which suggests the sports offer extends beyond the usual football-and-netball default.

The school also publishes practical information about clubs and wraparound options. Breakfast club is offered from 8am in the School House, and there is a broader after-school clubs programme with termly variation, sometimes requiring a waiting list due to demand.

For childcare that runs later, the school also references external after-school care routes, including a free escort service to a local club and an on-site after-school care option delivered by an external provider with published session pricing.

Academic enrichment also shows up in smaller signals, such as references to Computer Club work being shared through school communications.

The school publishes clear timings for different phases of the day:

• Nursery: 9.00am to 3.15pm

• Reception and Key Stage 1: 9.00am to 3.30pm

• Key Stage 2: 8.55am to 3.25pm

It also states the school is open for 32.5 hours in a typical week and that start and finish times are staggered to reduce overcrowding.

Breakfast provision is a practical plus. The school states it provides free breakfast for all pupils through a partnership with Magic Breakfast, with gates opening at 8.45am for breakfast in the lunch hall.

Wraparound care exists, but it is delivered through a mix of school-run clubs and external providers, so families who need childcare until 6pm should read the detail carefully and plan for booking routes and age constraints (for example, some after-school care options require pupils to be age 5 or older).

• Admission competition. With 94 applications for 30 offers in the latest published data, entry can be difficult without a strong priority. Families should plan for realistic alternatives alongside this choice.

• A strong oracy focus. Talk and language development sit at the centre of the school’s educational approach. This can be excellent for confidence and reasoning, but it is worth considering how your child responds to frequent speaking and structured discussion.

• Wraparound complexity. After-school clubs, escorted provision, and external providers are all referenced, but they come with different booking routes and, in some cases, costs and eligibility conditions.

• Two entry routes for early years. Nursery admissions involve registering interest directly with the school, while Reception admissions are coordinated through Camden, so families with younger children should manage both timelines.

This is an Outstanding Camden community primary with an unusually coherent identity: high expectations, strong routines, and a curriculum that uses talk as a driver of learning across subjects. Academic outcomes and rankings support the view that pupils achieve at a very high level by the end of Year 6.

It suits families who want a state primary with ambitious academic standards, a strong emphasis on language and confidence, and early years provision from age 3. The main constraint is admission competitiveness, so shortlisting works best when paired with realistic back-up options and a clear plan for wraparound care.