Easebourne CofE Primary School

What Ofsted said

From the inspection on 13 January 2026

Easebourne Church of England Primary School provides a welcoming and nurturing environment in which pupils feel safe and happy. The school’s strong sense of family is evident in the way pupils care for and support one another. Pastoral provision is effective. Positive, respectful relationships between pupils and staff contribute to the school’s cohesive community. Staff know pupils well. They create an atmosphere where pupils develop confidence and feel comfortable being themselves. Pupils are keen to learn and engage enthusiastically in lessons. They listen carefully and show respect for their teachers. However, not all pupils achieve as well as they should across the curriculum. This is because lesson activities and support do not consistently address gaps in pupils’ prior knowledge. For some pupils, barriers to learning are not identified or acted on quickly enough. This affects their progress and is reflected in the school's published outcomes. Pupils behave well and enjoy coming to school, and most attend regularly. They understand the school rules and rise to leaders’ high expectations for conduct. Bullying is rare. In lessons and at playtimes, pupils cooperate well and show consideration for others. They speak positively about their friendships and most demonstrate a strong awareness of the needs of their peers. Older pupils fulfil their buddy roles responsibly. They help younger pupils to settle quickly into routines. Children in the early years make a positive start. They rapidly learn to work and play alongside others, share resources and follow routines with increasing independence. All pupils are included in the wide range of opportunities beyond the taught curriculum. They take part in numerous clubs and benefit from visits to museums, historical sites, galleries and theatres. These broaden pupils' experiences and prepare them well for life beyond Easebourne. Pupils appreciate the leadership roles available to them, such as those of mental health ambassadors and play leaders. These roles help pupils develop confidence, responsibility and the skills to support others.

What the school should improve

• Leaders should enhance their strategic oversight of inclusion so that disadvantaged pupils receive sharply targeted academic support that effectively addresses gaps in their learning. • Leaders should support teachers to design tasks that enable pupils to practise and secure foundational knowledge across the curriculum, including in transcription and early writing. • Leaders should continue to support improved attendance for all pupils, with a particular focus on reducing persistent absence among disadvantaged pupils. • Leaders should continue to embed their systems and processes for overseeing areas of the school's work, so that the improvements they seek are rapid and sustained.

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