Haresfield Church of England Primary School

What Ofsted said

From the inspection on 16 June 2026

Pupils drive the life and rhythm of the school. They arrive each day eager to learn and keen to take part. Much of this is due to the warm relationships they build with staff from the moment they enter the school. The caring, family atmosphere helps pupils feel loved and creates a deep sense of belonging. It also contributes to their high attendance. Pupils take pride in their school. They live out the values of service, truthfulness and respect in their daily actions. For example, they understand how to treat one another fairly. Older pupils willingly help with routine tasks, such as tidying tables after lunch. These clear expectations help the school day run smoothly. Pupils behave well in lessons. They ask questions, persevere and develop independence. Bullying is rare. When issues arise, staff act quickly and effectively. Pupils know who to turn to and trust adults to help them. As a result, they feel safe. Learning extends beyond the classroom. The woodland area encourages pupils to care for the environment. An extensive range of clubs, including horse riding, chess, musical theatre and choir, broaden pupils’ experiences. Trips to places of interest and visitors to the school deepen pupils’ understanding of the wider world. Pupils know their views matter. School councillors lead discussions about how to improve the school. They help organise whole school events and support charities, such as the local food bank. Most pupils respond positively to their learning, including those who have special educational needs and/or disabilities. They enjoy the awards on offer, such as earning ‘AIM HIGH’ points for working hard and trying their best. Over time, most pupils meet national expectations by the end of Year 6.

What the school should improve

• Leaders need to continue their work to strengthen pupils' foundational knowledge, including writing accuracy and presentation, building on recent improvements.
• Leaders should ensure that staff use assessment consistently and effectively to secure pupils’ knowledge across all subjects.
• Leaders should continue to develop subject leadership so that leaders at all levels, including governors, have the expertise to evaluate the impact of the school's work with greater precision.

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