Eton Wick CofE First School

What Ofsted said

From the inspection on 9 December 2025

Pupils feel happy and are safe at Eton Wick CofE First School. They arrive each morning eager to learn and to see their friends. Warm, respectful relationships between staff and pupils create a positive, nurturing atmosphere where pupils feel secure and included. Staff know pupils well, which gives them a sense of belonging. Leaders have rightly prioritised this to help improve attendance. Clear routines and expectations underpin behaviour. Pupils respond positively to these and behave well. They are polite and interact kindly with one another. Pupils show positive attitudes to learning and engage well in lessons. Children quickly learn to share, take turns and work together. Older pupils enjoy active play at breaktimes. Pupils trust adults to resolve concerns promptly. Any form of bullying or unkindness is not tolerated here. Pupils understand how to keep themselves safe online and when crossing roads, and they talk confidently about healthy lifestyles, exercise and brushing their teeth. Pupils' achievement by the end of early years and key stage 1, including that of disadvantaged pupils and those with special educational needs and/or disabilities, across the curriculum is too variable. This is because pupils do not consistently have the secure knowledge and skills needed for the next stages of learning. Leaders recognise this and are taking appropriate actions to improve achievement. Pupils benefit from a wide range of experiences that extend learning beyond the classroom. They take on leadership roles, such as those of head boy and head girl, prefects and wellbeing warriors. They contribute to the local community through events like the Christmas lights and links with other schools. Clubs such as fencing, Latin and cookery nurture pupils' talents and interests. Inter-school competitions and opportunities to perform build confidence. Visits to Eton College and residential trips help deepen pupils' learning and social development.

What the school should improve

• Leaders should ensure that teaching addresses gaps in pupils' knowledge quickly and effectively so that pupils have the knowledge and skills needed for their next stage of learning.
• Leaders should continue to support staff to refine task design and adaptations to ensure pupils have enough structured opportunities to practise and close gaps in their foundational knowledge.
• Leaders should maintain a sharp focus on improving attendance and reducing persistent absence, especially for disadvantaged pupils.

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