Hacton Primary School Review 2026: High-attaining Havering primary with a specialist Deaf provision

A large, established primary with an unusually clear sense of structure. Hacton opened in 1948 and expanded to three forms of entry in 2017, moving into a new building while retaining substantial field space.

Academic outcomes place it well above England averages. In the latest published Key Stage 2 results, 92% of pupils met the expected standard in reading, writing and maths, compared with an England average of 62%. It also sits comfortably within the top 10% of primaries in England on the FindMySchool ranking (based on official data), ranked 747th in England and 7th in Havering.

The school is led by Mrs Emily Leslie. Ofsted’s most recent inspection (October 2021) confirmed the school continues to be Outstanding, with safeguarding judged effective.

The tone here is calm, purposeful, and designed to make learning feel normal rather than performative. The school’s stated vision is Personal Excellence, and that idea shows up most clearly in routines and consistency, pupils know what is expected, staff apply expectations fairly, and classroom time is protected.

A large roll and three-form intake can sometimes dilute identity in a primary. Hacton tackles that risk with shared structures. Whole school assemblies are timetabled across the week, including a singing assembly, a Worldly Wise slot, and an E for Effort celebration that publicly reinforces effort, not just attainment.

The physical setting supports the way the school wants to run. A modern building (post-2017) is paired with practical outdoor assets, including a Forest School area, an outdoor classroom, an outdoor gym, and a MUGA with an outdoor AstroTurf pitch. For families, that translates into a school day that does not rely on good weather or perfect behaviour to function smoothly.

Leadership stability also matters for atmosphere. Mrs Emily Leslie is the current headteacher; school documentation shows she was already acting headteacher by September 2019, which helps explain the continuity of approach in recent years.

Hacton’s headline results are strong by any mainstream primary benchmark, and especially so given its size.

• Expected standard (reading, writing, maths combined): 91.67%

England average: 62%

• Higher standard (greater depth in reading, writing and maths combined): 38.67%

England average: 8%

• Average scaled scores: Reading 108, Maths 110, GPS 110

These figures point to two things. First, the floor is high, most pupils are meeting the core expected standard. Second, the ceiling is high, with a notably large proportion pushing into higher standard outcomes, which usually indicates systematic teaching and careful sequencing rather than last-minute Year 6 cramming.

On the FindMySchool ranking (based on official data), the school is ranked 747th in England and 7th in Havering for primary outcomes. That places it well above the England average (top 10%), and positions it among the stronger options locally.

The strongest evidence on teaching is consistency of curriculum design. External review material describes a curriculum that is planned in a deliberate sequence, with leaders explicit about what pupils should learn, and by when. That includes early years, which is often where larger schools can struggle to maintain coherence.

Early reading is treated as a technical discipline. A structured synthetic phonics programme is used in Reception and Year 1, with books matched to the sounds pupils are learning, then targeted support in Year 2 for any pupils who need it. For parents, the implication is simple, reading progress is designed, not left to chance, and interventions are built into the model rather than improvised.

Technology is used as a tool rather than a gimmick. The school publishes that it has interactive LED screens in all classrooms, 125 iPads, and a set of Windows laptops for pupil use. In practice, that resourcing matters most when it supports clear curriculum intentions, and the school’s long-term planning indicates computing builds towards more formal content in upper school, including an introduction to Python in Year 6.

As a primary, the main transition point is into Havering secondaries (and, for some families, selective pathways beyond the borough). The most useful way to think about “where pupils go next” here is readiness rather than brand names.

The curriculum design emphasises knowledge retention and sequencing across subjects, and external review material links that directly to pupils being well-prepared for secondary expectations, particularly around reading fluency, scientific understanding, and classroom routines.

For families weighing secondary options, the practical step is to map your shortlist early and sanity-check travel time. FindMySchool’s Map Search is useful here, because secondary admissions can shift year to year and the nearest school is not always the easiest commute.

Reception entry is coordinated through Havering’s primary admissions process, with key dates published for September 2026 entry:

• Applications open: 1 September 2025

• Applications close: 15 January 2026

• Offer day: evening of 16 April 2026

Hacton is oversubscribed on the published demand data. For the Reception entry route shown, there were 303 applications for 85 offers, which is 3.56 applications per place. This is the practical reason many local families treat the timeline as non-negotiable.

Distance also matters. In 2024, the last distance offered was 0.769 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

The school sits within Empower Learning Academy Trust, and the trust is the admissions authority, with the local authority providing the coordinated application route and timetable.

Nursery and specialist Deaf provision admissions

Nursery provision is part of the school, and the published capacity is 60 children on a part-time basis. Nursery fee details should be checked on the school website, and government-funded hours apply for eligible families.

The specialist Deaf provision has a separate admissions route. The school states that children typically apply via Havering’s SEND department, and that entry is relevant where an Education, Health and Care Plan (EHCP) names Deafness as the primary need, or where advice has been given by the peripatetic Teacher of the Deaf. The school also describes this as the only primary Deaf provision in the borough, with an admission level of 21 pupils.

Pastoral strength here is linked to clarity of routines and strong safeguarding culture. The most recent inspection notes pupils feel safe and behaviour is exemplary, with a calm, compassionate atmosphere supporting learning.

Safeguarding systems are built around staff training and effective reporting, with links to external agencies when pupils need additional support. For parents, that tends to show up in two ways, early identification of concerns, and fewer “grey areas” where families feel left to navigate problems alone.

SEND is also a material part of the school’s identity, not a bolt-on. Beyond mainstream support, the on-site specialist Deaf provision creates a more expert environment for pupils with hearing impairment, including a wider team and adapted support strategies.

Extracurricular life is easiest to understand through named programmes and the facilities that enable them.

• Forest School Club is a current, explicitly named offer, and it makes sense given the school has a dedicated Forest School area and outdoor classroom.

• French Club appears as Language Ambassadors: French Club, tying into the school’s structured approach to primary languages.

• Pupil leadership is visible through the use of school ambassadors, referenced as a real pastoral mechanism for pupils who feel worried or upset.

In class, the school uses tools such as Pupil Passports and Knowledge Booklets to make expectations explicit and to reinforce retention. For families, the benefit is that learning becomes easier to support at home because the “what” and “why” are more transparent.

The school publishes a detailed timetable by year group. Nursery operates sessions with arrival at 8:30am (morning) or 12:30pm (afternoon), with home time at 11:30am or 3:30pm. Reception runs 8:40am to 3:10pm, and older year groups finish between 3:15pm and 3:20pm depending on phase.

Wraparound care is available via Abacus After-School Club, with breakfast provision from 7:45am to 9:00am and after-school care running until 6:00pm. Registration is required.

For travel planning, admissions competitiveness makes it sensible to test the route at peak times before relying on this option, especially if you are close to the distance cut-off in recent years.

• Very competitive entry. With 3.56 applications per place on the published Reception route, timeliness and realistic distance assumptions matter. The last distance offered figure gives helpful context, but it can tighten or loosen each year.

• A big school feels different. Three forms of entry can be a positive, social breadth, more peer options, and strong operational capacity. Some children, especially those who prefer a quieter setting, may take longer to settle.

• Deaf provision admissions are separate. The specialist provision is a major strength, but it is not a simple “opt-in”. Families need to understand the EHCP and SEND route, and start conversations early.

• Plan wraparound early. Breakfast and after-school care exists, but it runs through a third-party provider with registration requirements, so it is worth confirming availability well ahead of September starts.

Hacton Primary School combines scale with discipline. Results are comfortably above England averages, routines are clear, and the breadth of facilities supports a practical, active school week. It particularly suits families who value structure, strong attainment, and a school with specialist expertise in Deaf education alongside mainstream provision. The main challenge is admission, which is driven by demand and distance.