Eastfield Primary School

What Ofsted said

From the inspection on 24 October 2023

The school is in a period of transition. There have been many recent changes to systems and procedures. Most parents and carers at Eastfield appreciate these improvements to the school. As one parent commented: 'The school has changed dramatically. It has a new lease of life.' However, expectations of what pupils should achieve are not fully realised. Some of the curriculum, including for pupils with special educational needs and/or disabilities (SEND), varies in quality. This holds back pupils from knowing and remembering more. Pupils enjoy the wide range of extra-curricular activities on offer. The 'aspiring sports leaders' work alongside coaches to deliver activities after school for their younger peers. Visits and experience days in school are carefully considered so that they link to pupils' learning. For example, children in the early years use the school grounds and farm visits when learning about different animals and habitats. All pupils have equal access to these opportunities. The school rules have been simplified to 'be kind and be respectful'. Older pupils follow these well. However, some pupils in key stage 1 do not fully comply with school routines. This inhibits them from learning in a calm and orderly environment.

What the school should improve

• In some subjects, the knowledge that pupils should learn and recall is not precisely identified. In other subjects, the quality of how teachers deliver the curriculum and/or address pupils' misconceptions varies. This holds back pupils' learning and does not help them to know and remember more over time. The school must ensure the curriculum is coherently ordered, taught and assessed so that pupils can know and remember more over time.
• Pupils with SEND do not always receive a curriculum that is well matched to their needs. SEND support documents are not precise. Some pupils with SEND do not receive the right equipment to reduce their barriers to learning. This does not help pupils with SEND to develop independence and fluency in their knowledge of the curriculum. The school must ensure that pupils with SEND receive a curriculum that enables them to know more over time and ensure that any barriers to learning are minimised.
• The leadership of some subjects is not fully established. As a result, the school is not yet precisely identifying what is going well and what actions are needed to improve the delivery of the curriculum further. The school should provide subject leaders with the knowledge and expertise to monitor the implementation of the curriculum so they can identify how it could be developed further.
• Routines and expectations in behaviour for pupils in key stage 1 are not embedded. This inhibits these pupils from learning in a calm and orderly environment. The school must ensure that expectations for behaviour and conduct are consistently implemented throughout the school.

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