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John Hampden School
Wharf Road, Wendover, HP22 6HF, UK Aylesbury
+44 (0)1296 622629

About John Hampden School Wendover

The John Hampden School Wendover is an infant school teaching boys and girls from 4 to 7 years old; the school is maintained by Buckinghamshire LEA.

There are three year groups in the school:

Foundation Stage 2 4-5 years (children start in the term they will be 5)
Year 1 5-6 years
Year 2 6-7 years

In addition there is a Foundation Stage 1 (FS1) class taking children for two terms before their fifth birthday.

NB attendance of FS1 does not guarantee admission to the Foundation Stage 2 (FS2) class. Applications to FS1 are made separately and managed by the school, see the admission page for more information.

The school is very proud of its achievements. Staff, pupils and parents work hard together to ensure that the children are happy and challenged, that they leave school with the highest levels of attainment that they are capable of, and with a love of learning that will be the foundation for their future.

Visits to the school are welcomed and can be arranged through the office. We look forward to working with you and your family.


Chair of Governers Peter Dean
Headteacher Nicola Willis


We achieve high results and are proud of our success. Children are expected to work hard and become involved in their own targets for learning from their reception year. We believe that children learn best when they are happy and confident and our curriculum is designed to be exciting and enjoyable while still developing high standards in basic skills.

Our staff are caring and sensitive and always look for the positive in every child. They are also firm and will not tolerate behaviour that interferes with the learning or wellbeing of other children.


We enjoy good relationships with parents and the school is highly regarded. There are a number of formal opportunities throughout the year to discuss progress and areas for development with class teachers, as well as informal opportunities at the beginning and end of the school day.

Parents are welcomed into school on a regular basis. Both parents and members of the local community act as helpers, allowing us to provide activities like sewing and cooking. They also offer invaluable help with reading.

playing football

Our Vision

We aim to make our school the best,
A place of discovery and success,
Caring, sharing, taking turns
We learn to love, we love to learn.
Children, parents, governors, staff
We are a team, we work, we laugh.
Creatively our minds we fill,
Moving on, not standing still.
All of us we think it's cool
To be at The John Hampden School.


The full aims can be found in the school's curriculum policy but may be summarised as follows:

  • To enable all children to learn and develop their skills to the very best of their ability;
  • To provide opportunities for all children to achieve success in an environment that celebrates achievement and challenges complacency;
  • To promote a positive attitude towards learning, so that children enjoy coming to school, and acquire a solid basis for lifelong learning;
  • To involve children in their own learning so that they are aware of what they need to do next to improve their work;
  • To enable children to be creative and to develop their own thinking;
  • To encourage self confidence;
  • To develop skills in working alone and with others.

National Curriculum

working in classroom

The Foundation Stage is a part of the curriculum guiding children's learning up to and including the rising-fives year. It is based on six areas of learning: personal, social and emotional development; communication, language and literacy; mathematical development; knowledge and understanding of the world; physical development and creative development. Children work in a variety of active ways both indoors and outdoors.

Key Stage 1 covers Y1 (5-6yrs) and Y2 (6-7yrs) and the school's curriculum includes RE and all ten National Curriculum subjects: English, Maths, Science, ICT (Information Communications Technology i.e.computers etc), History, Geography, Music, Design and Technology, Art and PE.

In addition, children's understanding of religious, health, social and cultural issues is developed through a variety of planned programmes.

English and Maths are taught every day in a literacy and numeracy session. Other subjects are taught weekly or are organized into extended units. The curriculum is organised across the year to link subjects wherever possible.

Teachers in each year group work together to plan lessons that fulfil the aims above. They use a variety of teaching methods with the whole class, groups or individuals and have regard for the way their pupils learn best. Artefacts are used wherever possible and local visits as well as travelling visitors are used to provide a wide educational base. We are committed to making learning a fun, memorable and enriching experience.

RE and Assemblies

Religious Education helps children understand basic religious ideas and practices in the world today. Stories found within a variety of cultures are used to explore values and as a starting point for sharing ideas and opinions. The children will learn about the ideas, practices and culture of all the major world religions. This helps them to understand differences in belief and customs and to express opinions.

There is a daily assembly which may be taken as a whole school or in smaller groups. Assemblies include an act of collective worship which may be a quiet reflective moment or a prayer and usually an appropriate song. Occasionally, members of the local church community may come and take an assembly.

Children may be withdrawn from assembly and parents should consult the headteacher about this.

Teaching and Learning

foundation stage

We acknowledge that people learn in many different ways and we recognise the need to develop strategies that allow all children to learn in ways that best suit them. We therefore include in our teaching, opportunities for children to experience a wide range of teaching and learning methods. We base our teaching on our knowledge of the child's level of attainment and use targets to focus children on what they need to do to improve. Regular assessment of progress enables us to ensure that children are working on targets appropriate to their ability and planning takes into account different rates of progress.

Each of our teachers makes a special effort to establish good working relationships with all children in the class. We treat the children with kindness and respect. We treat them fairly and give them equal opportunity to take part in class activities. We praise children for their efforts and, by doing so, we help to build positive attitudes towards school and learning in general.

Teaching assistants are employed throughout the school and provide valuable support for the teacher and the children. They have a rigorous programme of training and enjoy a high status with teachers, pupils and parents.

Our classrooms are attractive learning environments as we believe that a stimulating environment sets the climate for learning. An exciting classroom promotes independent use of resources and leads to a high quality of work from the children.

Gifted and Talented

We recognise that some children may have exceptional ability. We identify these children through careful assessment procedures. We applaud excellence and success and our short term planning has inbuilt provision for the able child. The extension activities for these children can be open ended and involve more problem solving and creative thinking opportunities rather than just more practice.

Sex Education

Our sex and relationship education is firmly embedded in our PSHE (personal, social, health education) curriculum and focuses on attitudes and values, personal and social skills, and knowledge and understanding in an age appropriate way. Parents may withdraw their child from some elements of sex education and should see the head teacher about this.

The Department for Education and Science provide the following guidance: 'Effective sex and relationship education is essential if young people are to make responsible and well informed decisions about their lives'.

Special Educational Needs

foundation stage

Children may require additional support for a variety of reasons during their education. It is our intention to identify children requiring support as early as possible so that the appropriate strategies can be put into place quickly. Concerns may be raised by parents, teachers or teaching assistants. We operate a number of systems from pre school onwards that help with this process.

Parents are always informed if the school has a concern about a child. The teachers and SENCO (special educational needs co-ordinator) take great care to liaise closely with parents about strategies and progress.

Generally speaking, about 6% of the school's population is on our special needs register at any one time. A small minority of these children have complex needs that are best met through a statement of special educational needs. This is part of a statutory process managed by the pupil support team at county hall. Some children may need additional support from a specialist teacher and some will need additional help from school and home, often on a temporary basis.

Our aim is to be an inclusive school. This means that equality of opportunity must be a reality for our children and our school policies reflect this aim.

Arrangements for pupils with disabilities

As part of the school's inclusion policy, an accessibility plan is available in the school office. This sets out our ongoing plans to make the school as accessible as possible for children with disabilities.

In accordance with the school's Inclusion Policy all children with special educational needs will be offered full access to a broad, balanced, relevant education with interventions that are in addition to or different from those already provided.

Extra Curricular Opportunities


Wendover and the surrounding communities offer a wealth of opportunities for young people to enjoy a variety of activities outside school time. The tourist office at the clock tower has further details.

The following clubs are available. For some a fee may be payable:

Choir Y2 Lunchtime
Orchestra Y2 Lunchtime
French club Y2 Lunchtime
Swimming All Friday after school
Drama Y2 Thursday after school
French All Tuesday after school

In addition, the school runs a 'soccertoon' football club with Aylesbury Football Club during the summer term.

Visiting speakers and performing artists are booked on a regular basis to complement and enhance the curriculum within the school.




working in classroom

During the academic year, 2002/3, authorised absence was recorded as 3.7% of total registration marks and unauthorised absence as 0%.

Our attendance rate is well above the national average. It is extremely important that children attend school regularly and on time. This sets good habits and ensures that children do not miss out on vital elements of their learning programme. Parents are asked to notify the school with reasons for any absences, reminders will be sent if this is not forthcoming. Children who are absent for more than 5% of sessions in a school year will receive a letter from the school. Where this is above 10% parents may receive care calls from the school following up absences.

We do not expect parents to take their children on holiday during term time. The Secretary of State for Education is very clear that it is disruptive to a child's education and does not promote good habits. The majority of parents are able to take their children away in appropriate holiday periods. However, we do recognise that for some parents with difficult working patterns this is not possible. In these circumstances a form is available from the school office requesting leave of absence and should be filled in at least two weeks prior to any planned holiday.

School Day

All children should be in school, ready to begin their day by 8.55am. They may arrive from 8.45am and go to their classroom where there will be work set. School gates are closed at 9am and children arriving late must go to the school office. It is very disruptive for the class when children arrive late and unsettling for the child who may miss important introductory points. School finishes at 3.15pm and parents are asked to wait by the white gate or around the gazebo.

Home / School Partnership


We recognise that parents are their child's first teacher and our aim is to build on this relationship by working with you to educate your child. At this stage in their education, mastering the basic skills of reading, writing and number are most important and the work we ask you to do with your child at home is centred around this.

Reading: Initially this may involve learning some sight vocabulary. Children are then given a book from a graded reading scheme to read with you at home. We have produced some guidelines to help you with this. These are available at the induction meeting held before your child starts school, in the prospectus pack or from the school office. Our expectation is that all children will read for a short while every day to a parent or carer.

Spelling: Your child may bring some spellings home to learn or may be given a spelling investigation or task to carry out. We have produced a leaflet to help you with this, available as the reading booklet above.

Number: If children know all the combinations of numbers that make ten (9+1, 8+2, 7+3 etc) it makes it much easier to learn number facts above ten. Children have regular practice in these number bonds.

Your help with these tasks is invaluable and cannot be underestimated. The work the teacher plans is dependant on these elements being carried out regularly at home. You make a commitment to this effect when you sign our home/ school agreement. Our commitment to you is that these tasks will be followed up and a dialogue kept with you about progress.

Walk to School

packing bags

The school is very lucky to have a team of dedicated parents to carry out the School Travel Plan. Children are issued with passports if they walk to school and this is stamped on a daily basis. Children work towards medals and other incentives.

On selected routes children may register to join a walking crocodile. Children who use the crocodile wear bright tabards, follow a safety code and are accompanied by trained escorts.

The school campus can become very congested and parents should walk or cycle where ever possible. A map is available from the office which shows a clear 'exclusion zone' around the school. Parents who have to drive should park outside this zone and walk the rest of the way. We ask that parents respect this exclusion zone at the end of the day and not bring cars onto the campus.

Friends of John Hampden

This is a parents' organisation which is administered by an annually elected committee. It's aim is to support the school by fund-raising but also to provide social and social recreational facilities for the enjoyment of parents and children. This is a very active group and its work is much appreciated by staff.

Wise Owl Bookshop

On Tuesdays, stamps ranging in value from 10p to £1 can be bought and saved up to spend in our regular book fairs.


The school enjoys good relationships with parents and welcomes comments on all aspects of school life. If there is something you are not happy with you should talk to your class teacher initially. If the issue is not resolved you should talk with the head teacher. If you are still not happy you should talk or write to the Chair of Governors, c/o the school.

A formal complaints policy is maintained as required by section 29(1)(a) of the Education Act 2002.

Charging Policy

The school has a charging policy, in line with statutory requirements, which is reviewed annually by the governing body and sent to parents regularly.

In order to provide motivating and inspiring experiences, each year group has an annual budget which helps provide extras like cooking ingredients, art and craft materials and visiting performers. Parents are asked to contribute a fixed termly amount to this budget. While it is hoped that parents would contribute, it is voluntary and records of contributions are not kept.

Occasionally it may be necessary to seek further voluntary contributions for school performances, visits etc. No child will be treated differently because of a non-contribution, although activities may have to be cancelled if there are not enough contributions to make the activity viable.

School Meals

All children have packed lunches. Parents in receipt of income support or certain tax credits are entitled to free school meals and, in these cases, a balanced packed lunch is delivered by a catering contractor. Even if this entitlement is not taken up parents should complete forms so that accurate records can be kept. Parents whose children are entitled to free school meals may seek assistance with charges made for residential visits.


Area normally served

working in classroom

The area normally served includes, Wendover parish including those parts of Halton Lane within the parish, Moor Park, Dunsmore, Cobblers Hill and Wendover Dene. Towards Aylesbury as far as World's End and including Nash Lee Road, Tring Road to the Beeches and Bodington Hill excluding Warne Avenue and RAF married quarters.


Towards the end of the term before admission to Foundation Stage 1, parents are invited to a meeting at the school. During this meeting there is an opportunity to:

  • Find out about school routines and procedures
  • Find out how you can help your child
  • Ask any questions you may have
  • Purchase a school uniform

During the meeting, children can visit their new class & meet their teachers.

Children who do not attend FS1 are also invited to one of these induction meetings and have the opportunity to visit their new class.

At the beginning of each September, parents are invited to an induction in their child's new class, to meet the teacher and teaching assistant and to find out about routines and expectations for the year.

Foundation Stage 1 (FS1)

Our Foundation Stage 1 class admits children for two terms before admission to Foundation Stage 2. The first term is for afternoons only and the second for mornings only. Applications for a place in FS1 should be made directly to the school. In the event of over subscription, criteria outlined in the school's admission policy apply.

NB Admission to FS1 does not guarantee admission to FS2. Applications to FS1 are made separately and managed by the school.

Foundation Stage 2 - Rising Fives


We follow County policy for admission to Foundation Stage 2. Children are admitted part time in the term in which they will be five, moving to full time the following term. In order to give summer born children as much experience of school as possible, without compromising age appropriate learning, all children can attend full time in the summer term.

Applications for rising five places should be made as outlined in the County booklet 'Admissions to Buckinghamshire Schools - Guide for Parents'. These are sent automatically by the admissions team at County Hall. In the event of over subscription, county criteria apply. The admissions team at County hall manage the allocation of rising five places.


Grey Trousers or skirts/pinafores, white shirt, navy blue sweatshirt or jumper/cardigan. Blue striped dress or grey shorts in summer.

PE Kit - It is most important that children have PE kit. This should include navy shorts a white t-shirt and black plimsolls. A track suit should be provided in winter months.

Jewellery - Children do not need to wear fashionable jewellery to school. Earring studs and sensible watches only please.

Children in Foundation Stage 1 are not required to wear uniform, although they can if parents wish. Please note that we do not guarantee a paint or glue free child at the end of a session!

All children in FS2, Y1 and Y2 should wear uniform. Many items are available to purchase from the school office:

  • navy fleece jackets
  • light blue striped dresses
  • grey trousers
  • navy sweatshirts with school logo
  • white polo shirts with school logo
  • white PE t-shirts with school logo
  • navy PE shorts
  • track suits
  • navy jogging bottoms
  • PE bags
  • book bags with school logo
  • bakpacs with school logo
  • swimming hats
  • baseball caps
  • woollen hats
  • recorders and books
  • nit combs
  • name tapes

Traditional school shoes are preferred to trainers.

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