Purley CofE Primary School

What Ofsted said

From the inspection on 21 April 2026

Pupils know the school’s values of love, courage and wisdom very well. They enjoy celebrating these together and embody them throughout the school day, particularly during break and lunchtimes. Pupils take turns, hold doors open for each other and adults, and create a warm and welcoming school environment together. Outdoor play is cherished. Pupils cooperate, model healthy teamwork and play with a sense of joy, including on the school’s playground slide. Pupils behave well in lessons and when moving around the school. They understand staff expectations and the school’s routines. Bullying is uncommon, both online and offline, and is dealt with swiftly if any incidents occur. Pupils attend school regularly and punctually. If any pupils find attendance challenging, they receive the support that they need. Attendance for most pupils is consistently in line with national averages. From the beginning of early years, children enjoy their learning activities. The early years curriculum gives children the essential knowledge and skills they need to be ready for their next stage of education. Pupils contribute positively to their school and local environment. For example. pupils tend the school allotment or litter picking together. They feel a sense of belonging to the school and wider community, preparing them well for life in modern Britain. Pupils feel safe and are very happy. Staff know pupils and their individual needs well. Pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils are supported effectively to remove barriers to their learning and/or wellbeing. Staff implement the curriculum effectively. However, at times, checks on pupils’ understanding of the curriculum are not as effective as they could be, and a small proportion of pupils do not receive the precise adaptations to their learning activities that they need. As a result, a small proportion of pupils do not always build on their prior knowledge and skills as effectively as they could.

What the school should improve

• Leaders should ensure that staff check pupils’ knowledge and understanding within and across lessons consistently well so that they address pupils’ errors and misconceptions and help pupils to build on their prior knowledge even more effectively.
• Leaders should ensure that adaptations to the curriculum for pupils with special educational needs and/or disabilities and disadvantaged pupils are designed precisely to enable pupils to build on what they know securely across the curriculum.
• Leaders should ensure that staff maximise opportunities for children’s learning through consistent, high-quality interactions across the curriculum, including in the early years.

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