Erpingham Voluntary Controlled Church of England Primary School

What Ofsted said

From the inspection on 24 March 2026

Pupils attending this school do not receive the acceptable level of education that they are entitled to. Governors and school leaders have not rapidly addressed weaknesses in the curriculum and teaching identified at the previous inspection. Their decisions have not always been in the best interests of pupils. For example, the use of flexi-schooling is not well considered. Over many years, this has resulted in a number of pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, not accessing a full-time education. Pupils have too many gaps in their knowledge. These gaps are not quickly and appropriately addressed. As a result, most pupils are not prepared for the next stage of their learning journey. The school has recently improved the phonics and writing curriculum. However, it is too early to see the full impact of these improvements on pupils’ national assessments. Pupils typically enjoy school and show positive attitudes to learning. They usually behave well in lessons and around the school. Relationships between pupils and staff are positive and supportive. As a result, pupils usually feel they belong to the school community. Staff know the pupils well. They use this knowledge to guide behaviour and provide support when needed. Pupils trust staff and say they feel safe. When concerns arise, staff respond promptly. For example, pastoral support is provided when needed. This helps to keep pupils safe in school. Pupils arrive on time each day. Leaders monitor attendance patterns and act early when concerns emerge. Pupils take part in wider curriculum opportunities. They enjoy outdoor learning, for example. They build dens, explore nature and develop their teamwork skills. Pupils learn about different cultures. They know that it is okay to have differing beliefs and views compared with other people.

What the school should improve

• Leaders should ensure that the early years curriculum is coherently planned and taught so children build their knowledge securely across all areas of learning.
• Leaders should ensure that pupils develop the foundational knowledge they need to be well prepared for their next stage of education.
• Leaders should ensure that staff provide appropriate support and adaptations for pupils with special educational needs and/or disabilities so that barriers to learning are reduced.
• Leaders should ensure that teachers have the subject knowledge and skills they need to teach the curriculum consistently well, including effective use of assessment so that gaps in pupils' knowledge are addressed swiftly.
• School leaders and governors should strengthen their strategic oversight so that decisions consistently support positive outcomes for all pupils. This includes careful consideration and review of the use of flexi-schooling so that as many pupils as possible benefit from full-time education.

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