Alfriston School

What Ofsted said

From the inspection on 13 January 2026

Pupils are proud ambassadors of Alfriston School. They talk positively about their lessons and are keen to share their learning with others. Pupils benefit from well-understood routines, including when they arrive at school in the morning. This sets them up successfully for the day ahead. A strong sense of belonging is something that makes pupils feel safe at school and supports them to attend increasingly regularly. Pupils embrace the school's values and live them out fully. They talk about the good friends they have and how well they get on with each other. Bullying is rare. Pupils recognise the differences between them, and support each other well, for example, with communication. Pupils behave well in their lessons. They are inquisitive and eager to find out more about different topics. There are times when pupils become dysregulated, but staff are on hand to provide support. As a result, these moments are short-lived. Pupils benefit from an organised approach to education, pastoral care and therapies that prepares them well for life beyond school. Pupils' talents and interests are encouraged. They enjoy the different opportunities they have to go on trips and to learn more about the local community. Pupils benefit from the outdoor experiences they have. Notably, pupils are keen to make a difference to others. Pupil voice sits at the heart of the school. Leaders have high expectations for what pupils can achieve. However, inconsistencies in the way staff teach the curriculum mean pupils do not achieve as highly as they could. Pupils' needs are not always fully understood and, therefore, they do not consistently receive the help they need to learn well. Pupils, parents and carers are mostly positive about the school and the changes staff are making.

What the school should improve

• Leaders should strengthen their understanding of pupils’ academic needs and support teachers to adapt their teaching, so that pupils overcome barriers to learning and achieve more highly.
• Leaders should ensure that the support provided to pupils who are at an earlier stage of learning to read enables them to progress more rapidly and access all aspects of the curriculum.
• Leaders should ensure that the school’s assessment arrangements help teachers to check pupils' understanding and adapt teaching and/or the curriculum appropriately, so that the gaps in pupils' knowledge are addressed effectively.
• Trustees should continue to strengthen their support and challenge for leaders and assure themselves of the quality and impact of leaders' work.

Read the full Ofsted report (opens in a new tab)