Eastrington Primary School

What Ofsted said

From the inspection on 27 January 2026

Pupils are safe and well cared for at this school. They attend regularly and arrive at school happily each day. Staff greet pupils warmly as they arrive. Pupils succeed due to the school’s robust approach to inclusion. Pupils who are vulnerable are supported with clear routines and specific adaptations. They settle quickly. This reduces anxiety and supports their wellbeing. When concerns arise, pupils receive timely support and reasonable adjustments. Pupils enjoy learning. They are calm and focused in lessons and show positive attitudes to their learning. Routines are clear and well established. Pupils typically progress well from their starting points, including those who face barriers to learning. Staff know pupils well and adapt learning when needed, particularly for pupils who are disadvantaged, those with special educational needs and/or disabilities and those who are known to children's social care. Pupils achieve well and are well prepared for their next steps. Pupils are included fully in the life of the school. Staff provide a caring and nurturing environment where pupils feel valued and supported. Staff know families well, which gives pupils a secure sense of belonging. Pupils access a wide range of experiences, including leadership roles and extra-curricular clubs. They learn to respect others, listen to different opinions and take responsibility for their actions. This helps them to be positive members of their school and prepares them well for life in the wider community. Pupils have positive behaviour. They understand and follow the school’s 5 ‘be’ rules. Rewards and consequences are used consistently and fairly. As a result, pupils’ behaviour has improved, and consequences are used less often. Relationships across the school are positive. Pupils show respect for staff and their peers. They show polite manners and build positive friendships. Staff are approachable and trusted by pupils, parents and carers. Bullying is rare. When it does happen, staff deal with it quickly and effectively.

What the school should improve

• Leaders should ensure that teachers use assessment consistently well to accurately identify and address gaps in pupils’ writing knowledge.

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