Hawkedon Primary School Review 2026: High-attaining Lower Earley primary with strong values focus

A busy, large primary where results are a clear headline. In the most recent published Key Stage 2 outcomes, 89.7% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%. At the higher standard, 41.3% reached greater depth, compared to 8% across England, which points to a sizeable cohort working beyond age-related expectations.

Leadership is stable and visible. The current headteacher is Mrs Elaine Hughes, and the school also sets out a clear safeguarding structure, with the head as Designated Safeguarding Lead.

Hawkedon is part of Orchard Learning Alliance, and the school’s own messaging positions 2024 as a step-change year, as it became a founding member of the trust. Parents weighing the school today are judging it in a period where governance and collaboration across the trust are central to the plan.

The tone is values-led rather than rule-led. The school talks explicitly about being a values-based school, and it links behaviour to reflection, choices, and the impact pupils have on others. That tends to show up in daily language, children learn a shared vocabulary for relationships, conflict, and resilience, which can make playground issues easier to address early rather than letting them escalate.

The motto, Belong, Be Kind, Achieve, is not presented as branding. It acts as a practical summary of what matters: belonging first (community and inclusion), kindness next (behaviour and relationships), achievement as the output. The school also flags its 40th anniversary celebrations, which gives a clue about identity: established enough to have traditions, modern enough to frame itself as still evolving.

Pastoral and safeguarding expectations are made explicit. The safeguarding page sets out named leads and encourages early communication with families, while also being clear that concerns may require partnership work with other agencies. For most families, the benefit is straightforward: clarity about who holds responsibility, and how concerns are handled.

The performance picture is unusually strong for a large, non-selective primary. In the latest published outcomes, 89.7% met the expected standard in reading, writing and maths combined. England’s benchmark is 62%, so the gap is large. At greater depth, 41.3% reached the higher standard, compared to 8% across England.

Subject detail supports the same story. Reading expected standard is 89%, maths is 90%, grammar, punctuation and spelling is 82%, and science expected standard is 97%. Scaled scores are 109 in reading, 109 in maths, and 109 in grammar, punctuation and spelling, which indicates strong attainment across the core measures.

Rankings also align with the outcomes. Ranked 973rd in England and 11th in Reading for primary outcomes (FindMySchool ranking based on official data), the school sits well above England average, placing it within the top 10% of primary schools in England.

For parents comparing options locally, the FindMySchool Local Hub and Comparison Tool are useful for checking whether the pattern holds across nearby schools, especially where one school’s strengths are core outcomes and another’s are broader enrichment.

The school’s own messaging emphasises breadth alongside outcomes, and that balance matters in a high-attaining primary. Strong results are most sustainable when routines, curriculum sequencing, and teacher confidence are consistent year to year, particularly in a large setting where multiple classes run in each year group.

Hawkedon also publishes curriculum structures by year group and points families to termly overviews. For parents, this reduces guesswork: you can see what knowledge is being built, when major units land, and how subjects are revisited. The practical implication is that homework support at home becomes easier, because parents can align help with what is actually being taught rather than relying on generic practice.

A further clue about teaching priorities is in the PE and Sport Premium information. The school states it employs 2 sports learning support assistants who support lessons and deliver clubs, and it highlights competition opportunities and a Gold School Games Mark. This points to PE being organised systematically rather than being left to ad hoc enthusiasm.

As a state primary, the main transition point is Year 6 to Year 7. The school sits in Lower Earley, with families often considering a mix of Wokingham and Reading secondary options depending on admissions rules, siblings, and travel.

Because secondary destinations vary heavily by cohort and preference, the most reliable approach is to start with admissions criteria rather than reputation. Families shortlisting should check the relevant local authority coordinated admissions guidance for the year of entry, then compare realistic travel and eligibility. Where distance is a factor, verify it precisely, because cut-offs can shift each year.

If your child has additional needs or requires specific support, transition planning becomes as important as academic fit. In those cases, it is worth asking early about information handover, supported visits, and whether any phased transition is offered.

Reception entry is coordinated through Wokingham Borough Council. For September 2026 entry, key dates include online admissions opening on 13 November 2025, the application deadline on 15 January 2026, and offers released on 16 April 2026, with the deadline to respond on 1 May 2026.

Demand is strong. For the Reception entry route captured there were 154 applications and 82 offers, which equates to about 1.88 applications per place. In plain terms, competition is real, and families should treat admissions criteria as the deciding factor, not just preference order.

The school also runs open mornings for prospective Reception families. The published pattern for the 2026 intake included sessions in December and January, and the school notes that applications for that round closed on 15 January 2026. If you are looking a year ahead, expect a similar seasonal rhythm and check the school’s website for the live dates once released.

Safeguarding information is transparent about roles and escalation, and it sets an expectation that concerns are handled promptly and, where necessary, with outside agencies. For parents, what matters is less the wording and more the clarity: you can see who leads, who deputies are, and how communication is intended to work.

The values-based framing is also relevant to wellbeing. When behaviour expectations are linked to named values such as resilience and courage, pupils tend to get more constructive feedback than simple sanction language. That can suit children who respond well to coaching and reflection, and it can also support consistent responses across a large staff team.

Extracurricular provision is positioned as a core part of development, and the school describes a termly sign-up model with a mix of sport, learning, creative, music, and performing arts options. That structure suits families who like predictable routines and clear booking windows.

Specific examples appear in the club diary listings, including Spanish (for both younger and older year groups), Lego for Key Stage 1, football, tag rugby squads, and racquet sports such as badminton or table tennis. The implication is breadth across both sporty and non-sporty pupils, and opportunities for progression, particularly where squads are invite-based.

Sport is also organised beyond internal clubs. The school’s sports page references inter-school competitions including football, athletics, hockey, tag rugby, handball and netball, and it describes a system where pupils can opt into representing the school. For pupils who gain confidence through teams and fixtures, that can be a genuine motivator that feeds back into attendance and engagement.

The published school day is clear. Doors open at 08:45, pupils are expected in class by 08:50, and the day ends at 15:20, with Reception finishing at 15:15. The school also notes staff presence on the playground from 08:40 to support safe arrivals and transitions.

Wraparound care is substantial. The linked local authority directory entry lists breakfast club hours of 07:40 to 08:50 and after-school club from 15:15 to 18:00. Standard session costs are shown as £5.50 for breakfast club and £12.50 for after-school club, with separate adhoc session prices also published.

• Oversubscription. With 154 applications for 82 offers in the measured Reception entry route, competition is a defining feature. Families should read the admissions criteria carefully and plan on realistic outcomes, including a back-up preference strategy.

• Inspection recency. The last published graded context for the predecessor school indicates Good, with a short inspection dated 26 September 2018 and a full inspection dated October 2014. That is a long gap, so it is sensible to treat recent outcomes, leadership communication, and daily routines as the more current evidence.

• Trust context. 2024 is presented as a major governance milestone, as the school became a founding member of Orchard Learning Alliance. This can bring benefits (shared expertise and consistency), but it also means parents should understand which decisions are school-led and which are trust-led.

• Large-school dynamics. With capacity around 630 pupils, year groups are sizeable. Many children thrive with broad friendship pools and multiple clubs; some children prefer smaller settings where staff teams are more compact.

Hawkedon Primary School stands out for consistently high attainment combined with an explicit values-led culture. The strongest fit is for families who want a large, well-organised state primary with academic outcomes that materially exceed England averages, and with structured wraparound and club options that support working routines. Securing entry is the main constraint, so admissions criteria and realistic alternatives should be part of any plan.