Forty Hill CofE Primary School

What Ofsted said

From the inspection on 3 March 2026

This is a caring and community-focused school that is ambitious for its pupils. Pupils enjoy and appreciate the school's extensive grounds, including the woodland area and outdoor stage. These are very well used by pupils of all ages. For example, the school has well-established traditions of community events, such as chess tournaments and festivals. These have continued, despite staffing changes in recent times that have had an impact on this small school. Pupils follow a broad curriculum, but at present, inconsistencies in teaching mean that pupils are not learning as well as they could do across subjects. Typically, pupils achieve above national averages in their end of key stage 2 tests in reading and mathematics. This includes pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND). However, in other subjects, the curriculum is not delivered as effectively, and pupils do not build their knowledge as securely and deeply as they could. The needs of some pupils with SEND are not identified as quickly as they should be, which delays them getting the support that they need. Pupils are kept safe in school. They know that there are members of staff that they can speak to if they have worries or need additional help. Instances of bullying are rare. Pupils are confident that staff will respond swiftly to any concerns that might arise. Pupils want to attend school and are happy here. The school provides a varied offering of enrichment activities. Workshops, talks and musical performances ensure that pupils gain valuable life experiences and information. Pupils also take part in dance festivals, work with the local football club and learn to cook with vegetables grown on the school grounds. Opportunities in sport and the arts are particular highlights of the school's wider development offer. Leaders and staff give great thought to helping pupils develop their talents and preparing them for later life.

What the school should improve

• Leaders should ensure that the school’s new approach to inclusion is embedded so that pupils’ needs are identified quickly and met well.
• Leaders should ensure that the school's pupil premium strategy is informed by evidence and well understood and followed by staff, so that additional funding has a positive impact on the achievement of disadvantaged pupils.
• Leaders should ensure that reasonable adjustments and adaptations to the curriculum and how it is taught are implemented routinely to support pupils' learning.
• Leaders should ensure that teachers use effective teaching strategies across subjects to help pupils to recall and remember their previous learning.
• Leaders and governors should work together to ensure that they strategically implement and quality assure the new processes and systems they are rolling out so that they have maximum impact on pupils' progress and experiences.

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