East Farleigh Primary School

What Ofsted said

From the inspection on 9 June 2026

Pupils know the school's values of ‘Engage, Excite and Empower’ very well and demonstrate this knowledge throughout the school day. Pupils get on well with each other. Older pupils role model positive behaviour for their younger peers. Pupils value their friendships. Staff are skilled at helping pupils to manage their emotions. Wellbeing is prioritised. Pupils trust staff to help them resolve any issues that they might have. Pupils feel safe. Calm, nurturing spaces, such as the school's garden room and cabin, provide welcoming and supportive environments. Pupils benefit from a broad and balanced curriculum across all key stages. They show a genuine enjoyment of learning. High expectations from staff foster pupils' curiosity, encouraging their interest and enthusiasm. As a result, the atmosphere is purposeful and focused. The school places a high value on oracy. Pupils speak confidently and articulately to express their ideas. Pupils who attend regularly benefit fully from the school’s positive, inclusive learning environment. However, absence among disadvantaged pupils remains too frequent. This limits their ability to access the full range of learning opportunities within the well-designed curriculum. Leaders and staff set high expectations for behaviour, ensuring that pupils behave well. Bullying is rare. When concerns do arise, staff respond promptly to provide appropriate support. The school successfully builds pupils’ confidence and self-esteem. Pupils value leadership opportunities, such as being on the school council or as wellbeing champions and play leaders, taking pride in contributing to school life. A rich range of activities broadens their experiences, including trips, clubs and outdoor learning. Pupils learn to recognise and manage their emotions. They benefit from strong support systems, including buddy roles and sensory spaces, which promote inclusion and wellbeing.

What the school should improve

• Leaders should refine attendance strategies for disadvantaged pupils to secure sustained improvements in attendance and reductions in persistent absence.
• Leaders should work to ensure that pupils’ achievement is reflected in above-average outcomes in national tests over time.

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