Wivelsfield Primary School and Nursery

What Ofsted said

From the inspection on 30 June 2026

Pupils experience a warm and welcoming school where they feel safe, valued and included. From the moment they arrive, pupils are welcomed by caring adults and settle quickly into established routines. Staff know pupils well and build trusting relationships that help them feel supported. Pupils demonstrate an age-appropriate understanding of risks, including online and road safety, and know how to make safe choices. Behaviour across the school is calm and respectful. Typically, pupils understand the school’s expectations and follow routines confidently. They treat one another with kindness and respect and talk positively about the school’s inclusive culture. Pupils explain that bullying is rare and are confident that staff deal with concerns quickly and effectively. They understand the difference between falling out and bullying and can describe how restorative approaches help resolve issues. Pupils enjoy learning and speak enthusiastically about their experiences. They are engaged in lessons and discuss their learning with confidence. They particularly enjoy personal, social and health education because it helps them reflect, discuss important issues and understand themselves as well as others. Pupils talk maturely about healthy relationships, equality, protected characteristics, and different faiths and beliefs. They are keen to share their views and appreciate that leaders listen to pupil voice and act on their suggestions. Overall, pupils achieve well. Pupils with special educational needs and/or disabilities are fully included in school life. Staff understand pupils’ needs well and provide thoughtful support. This enables pupils to build confidence, develop independence and participate alongside their peers. Pupils benefit from a rich range of opportunities beyond the classroom. They value trips to places such as Shakespeare’s Globe, Wimbledon and Newhaven Fort, as well as musical performances at Glyndebourne. Pupils enjoy and value clubs, including football, basketball, karate, drama, choir, cooking and golf. Leadership roles, such as being a prefect, digital leader, eco-leader and play leader, help pupils develop responsibility and make a positive contribution to school life.

What the school should improve

• Leaders should ensure monitoring and impact of interventions is rigorous and consistent so that vulnerable pupils progress well and any barriers to success are effectively addressed.
• Leaders should ensure that curriculum and teaching improvements are fully embedded and implemented consistently across subjects and phases so that all pupils, including in writing, develop secure knowledge, skills and fluency, with improved outcomes in handwriting, transcription and spelling.

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