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Please find our weekly newsletter on our website.


Please find our weekly newsletter on our website.


Please find our weekly newsletter on our website.


Please find our weekly newsletter on our website.


Vacancy: Teacher in charge of Specialist Resource Provision - ASD students with mild to moderate learning difficulties.


Please find our weekly newsletter on our website.


Please find our weekly newsletter on our website.


Please find our end of term newsletter on our website.


Please find our weekly newsletter on our website.


One week to go before our Comedy Bingo Night! Get your tickets here. Only a few remaining!


Don't forget our Christmas Tree Sale is tomorrow! 10am - 12pm. Come along and support our school.


Please find our weekly newsletter on our website.


Read our weekly opinion piece from our Prefect Team: How Hampton High has changed because of Covid


Please find our weekly newsletter on our website.


Did you know we raised £126.33 on Easyfundraising just this month for our school! To sign up and help raise funds for our school follow the link below.


Y11 Mocks - letter available to read on our website.


Christmas Specials available to order from the 1 December!

Support for Students with SEND

SEND Information

For full details of our SEND provision please refer to the SEND policy which can be found here.

At Hampton High we are committed to a proactive support network to ensure that all of our students can be successful during their time at Hampton High. This includes in class support as well as interventions outside of the classroom.

The Hampton High SENDCo is Benjamin Fleetham.

The Hampton High SEND Governor is Hilary Pearce.

We are committed to meeting the SEND needs of our students as outlined in the Richmond Borough local offer (

Common questions and answers.

How does Hampton High know if my child needs extra help?

What should I do if I think my child may have a special educational need or disability?

How will Hampton High support my child?

How is the decision made about how much, or what, support my child will receive?

How will I know how Hampton High supports my child?

How will you help me to support my child’s learning?

What support will there be for my child’s overall well-being?

How will the school prepare and support my child when joining Hampton High or post 16 provision?

How will I be involved in discussions about and planning for my child’s education?

Who can I contact for further information?

How does Hampton High know if my child needs extra help?

Hampton High has an extensive transition program for students joining Hampton High in Year 7. This has been created and led by the SEND and Head of Year 7 team and has proved to be an invaluable tool to help students feel welcome and supported at Hampton High.

The school will contact primary schools during the summer term with a specific focus on incoming students. This will involve the Mr Fleetham and the Head of Year 7, and/or the Assistant Head of Year 7, meeting with the SENCo and Year 6 teachers of the primary schools.

For primary schools that only have a small number joining Hampton High Mr Fleetham also meets with the relevant SENCos or Year 6 teachers at a transition event hosted by AfC.

All students and parents are invited to a short interview with a member of senior Hampton High staff; Mr Fleetham will be present throughout the evening to allow all parents and children to discuss any SEND issues or concerns.

Where possible a member of the SEND department will attend annual reviews of Year 6 Educational Health Care Plans.

As part of the transition process we also host short transition afternoons, where selected students from all primary schools are invited to meet other students joining, as well as the staff involved in supporting them. There are usually 3 or 4 separate afternoons, as well as specific sessions for those students that are the only ones joining us form their primary school.

During Year 7 all Hampton High students complete Cognitive Ability Tests as well as reading and spelling tests. This usually takes place in the first half of autumn term and helps us identify students who may benefit from additional support.

Students who join Hampton High after their autumn term of Year 7 are assessed in the same way (CAT test as well as reading and spelling tests).

Class teachers are also able to identify students who may need additional support; they can raise this information with the SEND team.

What should I do if I think my child may have a special educational need or disability?

Parents can contact their child’s form tutor or Head of Year, in the first instance. Email addresses and contact numbers are available in the “Contact Us” section of the website.

If parents are concerned about a particular subject they should contact the class teacher directly.

If appropriate, the tutor, teacher or Head of Year will raise concerns with the SENDCo, Mr Fleetham.

Parents who wish to discuss a child’s special educational needs may also contact the SEN department.

To contact the SENDCo directly via email please use 

You can also contact the Single Point of Access for Richmond Borough students using the following link:

This link can be used to contact agencies that can formally assess and diagnose specific learning needs such as ASD, ADHD, Dyslexia, Dyspraxia, etc.

How will Hampton High support my child?

Hampton High is committed to providing an inclusive, broad and balanced curriculum.

For every student we aim to provide:

Differentiated tasks in the classroom for individual students where necessary.

Where classes are streamed by ability we are able to support less able students by offering smaller classes where possible as well as the potential for increased adult support.

Teachers will use progress data inform planning and identify targets for students to improve. If there are concerns that a child is not making progress they can contact the SEND team.

All students are able to attend a ‘homework club’ on a Tuesday, Wednesday and Thursday at Hampton High; this runs from the end of afternoon registration until 4pm.

In addition, for some students with SEND the school will also provide:

Additional literacy and numeracy support in the form of “Catch Up” sessions. These usually run as a 1:1 session for approximately 20 minutes to avoid disruption to the regular curriculum. We also avoid withdrawing students from core subjects (English, Maths and Science).

Adaptations to learning environments; access to word processors, coloured overlays or additional handouts in class are a good first step in providing an inclusive environment. In rare occasions some students can benefit from “Time-Out” cards that allows them to wait outside their classroom if they feel overwhelmed.

In-class or small group support as needed to enable the student access the curriculum.

Lunchtime rooms, including a quiet room for students who struggle with unstructured times.

Reading intervention during registration.

An Emotional Literacy Support Assistant to help with a range of issues outside of academic concerns.

Social skills groups.

Some students with an “Education Support Plan” which is issued to their teachers. This is a collection of specific strategies that will help the student succeed in school collated in one location.

The SENDCo is responsible for tracking the progress of SEND students.

For students with an Education Health and Care Plan or significant barriers to learning the school will aim to meet the needs outlined in the EHCP, as well as providing:

Individualised timetables and classes.

Additional small group and individual support.

Testing for access arrangements during assessments and public examinations takes place during the autumn term of Year 10 (or if exceptional circumstances require it). These arrangements may include:

  • Using a reader/scribe
  • Extra time
  • Access to ICT

Rest breaks or a prompt usually require a letter from a medical practitioner or specialist requesting this provision.

Use of a separate room to the exam hall usually require a letter from a medical practitioner or specialist requesting this provision.

We follow the guidelines laid down by the Joint Council for Qualifications (JCQ). We cannot offer a provision that student is not qualified for. All access arrangements are assessed via qualified and licensed external agencies.

How is the decision made about how much, or what, support my child will receive?

The SEND team works closely with all departments across the school.

Teachers can raise concerns about a student, and parents are encouraged to contact their child’s teacher if they have a concern in the first instance.

Provision for extra support is made on a need basis where possible. It is not possible to place an additional adult in every class; the SEND team has a finite level of resources and is committed to supporting the children most at need.

EHCP students are funded to reflect the provisions in their EHCP and we ensure that this is undertaken. Where in class support is recommended as part of an EHCP Hampton High aims to support core subjects as a priority.

Data is regularly checked by the class teachers. Students without an EHCP may receive some intervention if they are not making the expected progress. This could be in class or a small group intervention.

How will I know how Hampton High supports my child?

If students are to be regularly withdrawn from a lesson for a period of time the SEND team will send written confirmation of this to the home address of the students involved.

At parent’s evenings, the SENDCo will have a drop in desk whereby any parent can raise concerns and issues.

Students with an EHCP will have regular meetings with the SENDCo and SEND team throughout the academic year, parents and carers are encouraged to attend and participate in the meeting. The SEND team will contact the families to arrange these meetings.

If you have any questions or queries about the support we offer please contact your child’s form tutor, Head of Year or the SENDCo.

How will you help me to support my child’s learning?

We encourage parents to attend parent’s evenings whenever possible.

We offer homework support every Tuesday, Wednesday and Thursday as well as open communication between the form tutor, Head of year and SEND team.

What support will there be for my child’s overall well-being?

The pastoral support team includes your child’s form tutor as the first point of contact.

Concerns can also be raised with the Head of Year.

We also have a non-teaching pastoral team that aim to support every child at Hampton High.

Hampton High has access to an Emotional Literacy Support Assistant as well as an Educational Psychologist where necessary.

You can also contact the Single Point of Access for the Richmond Borough if you would like to contact the Child and Adolescent Mental Health Service (CAMHS) using the following link:


How will the school prepare and support my child when joining Hampton High or post 16 provision?

Induction day for all Year 6 students in summer term.

Additional induction sessions for SEND students.

For students joining Hampton High during the academic year a meeting with the SENDCo may be necessary.

Families with high needs students are encouraged to contact the SENDCo to discuss the needs and support available.

The careers team will meet Year 11 students in preparation for post 16 provision.

Students with an EHCP will discuss post 16 provision during Year 10 and 11 annual reviews. This will usually involve a member of the careers team attending the review.

How will I be involved in discussions about and planning for my child’s education?

Hampton High will hold at least one parent’s evening per year for students. The SENDCo will attend these with a drop in desk for any enquiries.

The SEND team will hold annual reviews for EHCP students and regularly liaise with parents.

Parents of young people with SEND can request a meeting with the SEND team.

Hampton High will aim to regularly maintain contact via meetings and phone calls, as well as communication through the student’s planner. This communication will usually come from the form tutor or Head of Year.

Who can I contact for further information?

The SENDCo at Hampton High is Mr Benjamin Fleetham -

The Heads of Year are as follows:

Year 7: Mrs Sarah Savage –

Year 8: Ms Libby Povey -

Year 9: Mrs Fran Martin - 

Year 10: Mr Gavin Haigh -

Year 11: Mr Stuart Crossan -

Sixth Form: Mr Geraint Owen –



Latest News

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Posted on: 27/11/2020

How Hampton High has changed because of Covid

This week’s opinion piece is about how Hampton High has changed because of Covid By Molly G, School Prefect Since the start of the Covid-19 crisis, there has been a massive overhaul and shift regarding all aspects of life. One of the most notable for us students is the complete change in almost every part of our typical school life. From struggling with slow, unresponsive Microsoft Teams lessons, to a total shift in the timetabling and schedule of our school day; it is fair to say that the current school year has taken some adjusting to for pretty much everybody.   For one, online learning has definitively become a staple diet of 2020. After schools closed in March, many primary and secondary schools were forced to transition to online platforms, such as Satchel (Show My Homework) or Microsoft Teams in order to keep vital learning going. An online survey completed between April and May of this year, including 4,000 parents, found that “Primary and Secondary pupils were each spending about 5 hours a day on average on home learning”, as reported by the Institute for Fiscal Studies. However, while many students were able to comfortably access these online platforms and resources, it is essential to remember that these conditions did cause disadvantage to some; the same report found that students from lower income families were likely to spend much less time online learning due to a multitude of reasons – many could not or did not have access to the internet or a workable device to carry out work on, or there were other responsibilities preventing them, such as taking care of siblings.   While all of this has proved significant to students throughout the country, how did it impact on Hampton specifically? Well there has been a great deal of change. Recently, the rule of wearing face masks in the communal areas of the school has been introduced in an attempt to lessen the chance of transmission. Each year group now has its own “bubble” and must stay in their designated area of the school for the duration of the school day – which was admittedly a strange sight and sound during lunch for the first week or so, and a stark contrast to the packed hustle and bustle of the canteen that now seems a lifetime ago!   Overall, it seems fair to say that so far this year has been startlingly unique, and although it has been unpredictable, stressful at times, and very new at some point, things will return to some semblance of normal, even if we are unsure when. Education in general has seen a huge shift and we can only look to the future and see what happens next, while not forgetting the huge impacts that this crisis has had on everybody.
Posted on: 20/11/2020

What’s happening in Australia?

This week’s opinion piece is a global piece: By Lucy J, School Prefect   It may not seem relevant for me to be talking about Australia; however, it is more important than ever today for us to have a global mindset and keep up to date with worldwide issues, such as the Coronavirus, as it has left a detrimental impact on all of us across the whole wide world.   Australia has been affected by the pandemic very differently from the UK as a result of having different restrictions and policies in place. The Prime Minister of Australia, Scott Morrison, initially closed all Australian borders to non-residents on the 20th March 2020. This had a positive result as there was no constant stream of people travelling with the virus into the country. This, plus a nationwide lockdown, made the cases relatively low compared to the rest of the world, particularly at a first glance.   However, there has been a second wave of infections, which surged in Melbourne back in June, which resulted in a strict lockdown. Australia’s approach was often praised by the media as they acted quickly to tackle the infection. Yet it is important to remember, when comparing Australia to the UK, that the UK has nearly three times the population of Australia, so numerically our virus cases appear to be larger.   Australia has suffered turbulence this year, despite the pandemic, facing multiple protests throughout the year. One of the biggest protests, causing the greatest disruption, was the anti-lockdown protests. Some Australians were demanding that the lockdown restrictions were lifted, feeling their liberty and freedom have been taken away. In Melbourne, the Covid restrictions were extremely harsh, resulting in unrest amongst its people. Additionally, the Black Lives Matter Protests earlier in the year after the horrific killing of George Floyd in Minnesota in May were prominent in Australia.   Overall, Coronavirus has had a devastating impact on nearly every single person’s life from across the world. We are all interconnected. It is therefore always important to remain in touch with global current affairs and to remember we are all in this together.