Peaslake Free School

Inspection of Peaslake Free School Colmans Hill, Peaslake, Guildford, Surrey GU5 9ST

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement

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The headteacher of this school is Sara Dangerfield. Peaslake Free School is a single academy trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Mark Foster. 8 and 9 July 2025

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What is it like to attend this school?

This small school provides an environment where pupils thrive. Pupils are proud to attend this nurturing, caring and happy place, where everyone is valued. Relationships between staff and pupils are respectful and kind. Pupils know there is always someone to talk to if they have any concerns. They are happy and inquisitive learners who benefit from a calm and harmonious learning environment.

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What is it like to attend this school?

The school is highly ambitious for pupils. They rise to these aspirations and achieve well. Teachers present learning in clear and engaging ways, which motivates and develops pupils’ interest and enthusiasm. Pupils settle quickly and work collaboratively in lessons. The school has high expectations for pupils’ behaviour. As a result, behaviour is positive across the school. Pupils interact joyfully, playing together well on the playground. Their politeness and good manners contribute to a welcoming and friendly environment.

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What is it like to attend this school?

Besides academic learning, pupils gain life skills such as understanding beach-safety flag protocols when visiting the beach. They also gain insights into the natural environment through learning in the nearby forest area. Pupils take part in village events, which fosters their sense of belonging and community. They are prepared well for their next stage of education.

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What does the school do well and what does it need to do better?

The curriculum is ambitious, broad and balanced, starting from Reception. It is designed carefully to ensure that pupils’ knowledge and skills build on their earlier learning. For example, in geography, pupils develop their understanding of geographical similarities and differences, both human and physical, by examining photographs of a large city. Following a recent review, the school has implemented thoughtful adjustments to its curriculum, including refining some learning strategies. However, some aspects of curriculum development are still being embedded. As a result, some pupils are not acquiring a deep level of knowledge across all subjects.

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What does the school do well and what does it need to do better?

The school swiftly and accurately identifies the needs of pupils with special educational needs and/or disabilities (SEND). Pupils with SEND have access to the same ambitious curriculum as their peers. Teachers provide appropriately tailored work and use carefully chosen resources to personalise pupils’ learning. This support builds pupils’ confidence and resilience, particularly when challenges arise in learning.

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What does the school do well and what does it need to do better?

Teachers have secure subject knowledge. They deliver new information in a clear and structured manner to support pupils’ learning effectively. Teachers use questions to assess pupils’ understanding. They quickly spot and correct pupils’ misconceptions during lessons, ensuring pupils meet the curriculum expectations.

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What does the school do well and what does it need to do better?

Pupils are motivated and inquisitive learners. From Reception onwards, staff provide effective support to pupils in the development of their language and communication skills. Staff support pupils’ language development by talking with them, modelling speech, 8 and 9 July 2025

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reading stories and singing songs. Pupils benefit from a consistent and effective approach to the teaching of phonics. They are taught to blend sounds, pronounce words accurately and develop speaking skills.

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The school ensures that reading is a top priority, enabling pupils to become confident and fluent readers. Staff check regularly to ensure that the books pupils read match their phonics understanding. Any pupil who falls behind in their reading is identified quickly and receives support straight away. Pupils gain a strong understanding of mathematics from an early age and confidently explain their reasoning. Staff skilfully model mathematical language. This supports pupils to develop an understanding of how numbers work and relate to each other through a variety of well-considered activities.

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The school environment is calm, with classrooms that are purposeful and vibrant spaces where pupils concentrate and learn. Pupils behave well. They listen carefully to staff, are keen to answer questions and participate enthusiastically. During breaktimes, pupils play sensibly and enjoy a wide range of practical activities, including chatting and interacting with staff and their peers.

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The school promotes pupils’ wider development effectively to prepare them for life beyond school. Pupils learn about diversity, equality and respect, linked to their understanding of the fundamental British values. They benefit from swimming lessons, where all three classes participate. They raise money for charities and make donations to a local food bank to help think about others’ needs. Clubs such as woodwork, gardening and sports help to nurture pupils’ talents and interests. Pupils learn how to stay safe online and use tools safely in the forest, and they practise road safety.

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Leaders at all levels take great pride in their village school. They have a clear understanding of the strengths and areas for improvement. Staff are proud to be part of the school. They appreciate the professional development opportunities they receive to do their jobs effectively and help pupils learn well. Parents and carers are overwhelmingly supportive of the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few subjects, recent curriculum developments are still being embedded. As a result, some pupils do not consistently acquire the depth of knowledge they need. The school should ensure that pupils are consistently supported to build and retain a deep and secure body of knowledge across all subjects. 8 and 9 July 2025

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 8 and 9 July 2025

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School details

Dates of previous inspection 28 and 29 September 2022, under section 5 of the Education Act 2005

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Information about this school

 The board of trustees is the body responsible for the governance of the school.  This is a small school with 25 pupils currently on roll.  The school does not currently use any alternative provision.  The school runs its own breakfast and after-school club.  There is nursery provision on the same site, which is not part of this school. It was not considered during this inspection.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 8 and 9 July 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in reading, mathematics, science and geography. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors met with the headteacher, deputy headteacher, staff and pupils.  The lead inspector met with representatives of the board of trustees  The inspectors considered the responses to Ofsted Parent View, including the free-text comments. The inspectors also considered the responses to Ofsted’s online surveys for

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staff.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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Inspection team

Darren Aisthorpe, lead inspector Ofsted Inspector

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Inspection team

Sahreen Siddiqui Ofsted Inspector 8 and 9 July 2025

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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