Schools & FE · Report card

Epsom Primary and Nursery School

Inspected 10 Mar 2026 · published 5 May 2026 · URN 149286

Original PDF ↗

Summary

No overall grade in this frameworkSafeguarding met

Gareth Flemington (lead), Jody Murphy, Sam Carnegie, Sam French

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
10 Mar 2026
Inspectors verified
Gareth Flemington, Jody Murphy, Sam Carnegie, Sam French
Postcode verified
KT19 8SD
Name on report verified
Epsom Primary and Nursery School
Safeguarding verified
Met
URN verified
149286

Page 8 of 16

Page 8 of the report with the evidence highlighted

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+72Very positivemore positive than 48% of reports of this type

In line with other reports of this type.

Praisepositiveenjoyhigh expectationseffectiveeffectivelyambitioushigh-qualityconsistently

Criticismnot yetnot consistentlygapsconcernsnot alwaysnot securepersistent absencestruggle

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1594w+71
Leadership243w+84
Safeguarding51w−11
What needs to improve81w+62

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

However, the strategy to support disadvantaged pupils is not yet fully understood by all staff and monitoring and evaluation by leaders and governors is not consistently effective. p.4

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,969; about usual (typical 1698)
Reading level: Hard; Flesch 43, typical 43
Average sentence: 15 words
Next steps: 3; typical 3
Hedged sentences: 8%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 34%

Full report text

Epsom Primary and Nursery School

Address: Pound Lane, Epsom, Surrey, KT19 8SD Unique reference number (URN): 149286

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Pupils increasingly achieve well. Across the school, pupils typically gain secure foundations in language, communication and vocabulary. By the end of Year 6, most pupils achieve outcomes in national tests that are close to national averages in reading, writing and mathematics. As a result, most pupils are well prepared for the next stage of their education. Phonics outcomes have improved rapidly over the past 3 years and are now above the national average.

p.2

Achievement Expected standard

Leaders are committed to improving outcomes for disadvantaged pupils. However, some of these pupils do not yet achieve as well as they should by the end of key stage 2, particularly in reading. Some also do not consistently secure the knowledge leaders expect across the wider curriculum. This means some disadvantaged pupils do not yet have a secure understanding of some subjects, which affects how well they progress. Other vulnerable pupils, including those with special educational needs and/or disabilities, achieve well from their starting points.

p.2

Attendance and behaviour Expected standard

Pupils enjoy coming to school. Leaders’ actions to manage attendance are effective. They set high expectations for all pupils and build positive relationships with families. As a result, attendance has improved over time and is now broadly in line with national figures. Leaders analyse attendance information closely to spot patterns and trends. They act quickly when pupils show irregular or repeated absence, working with families to remove barriers. Although persistent absence remains high for pupils with special educational needs and/or disabilities (SEND) and for disadvantaged pupils, leaders understand the causes and continue to tackle them with determination. Positive attendance habits begin in the early years, where attendance continues to improve.

p.2

Attendance and behaviour Expected standard

Leaders also have high expectations for pupils’ behaviour and most pupils meet these. Behaviour around the school is calm and orderly. Staff use consistent routines and positive relationships to support pupils, creating focused and purposeful classrooms. Pupils enjoy learning and generally follow routines with maturity. They understand what bullying is and say staff deal with any issues effectively. Leaders adapt behaviour strategies, when needed, providing additional support for pupils with SEND or those who struggle to regulate themselves. As a result, pupils feel cared for and well supported.

p.2

Curriculum and teaching Expected standard

Leaders have strengthened the school’s curriculum so that it is ambitious and broad. They have a clear and accurate understanding of the quality of teaching and the curriculum across the school. In subjects such as English and mathematics, leaders check provision closely so they know how well the curriculum is being delivered. They use this insight to inform staff training, allocate resources and take action, where improvements are needed. Pupils with special educational needs and/or disabilities (SEND) benefit from well-judged adaptations that help them learn alongside their peers. Assessment in English and mathematics is used effectively to check understanding and identify gaps to close. Leaders know assessment in the wider curriculum is less well developed and are strengthening this so they can be confident that all pupils, including disadvantaged pupils and pupils with SEND, build secure knowledge over time.

p.2

Curriculum and teaching Expected standard

Reading is a high priority. Staff teach reading through a well structured programme, and phonics teaching is consistent and effective. Pupils read books that match the sounds they know, which helps them practise and develop fluency. Across subjects such as mathematics, pupils revisit key content regularly so new knowledge is remembered. Pupils also enjoy and benefit from specialist teaching, for example, in physical education.

p.3

Early years Expected standard

Children in the early years get off to a positive and settled start. Leaders ensure the curriculum is ambitious and carefully designed. Learning builds logically from the ‘First Steps’ provision for 2-year-olds, through Nursery and into Reception. Activities match children’s interests and needs well, including those with special educational needs and/or disabilities (SEND). Staff know children well and use this knowledge to shape purposeful learning experiences that help them develop securely.

p.3

Early years Expected standard

Partnerships with parents and carers are positive and effective. Parents value the thoughtful support that helps children settle quickly into school life, including well- planned support for children with SEND. Staff engage children in high-quality conversations that deepen understanding and help them practise new vocabulary. Adults model language skilfully and use what they know about each child to move learning on.

p.3

Early years Expected standard

Reading is a clear priority from the moment children join the school. The youngest children experience a rich diet of stories, songs and books. This continues through Nursery, where children develop early language and listening skills. In Reception, phonics teaching is systematic and well sequenced so children learn sounds securely and begin to read and write with growing confidence. Warm, positive interactions underpin all learning, and most children leave Reception with secure phonics knowledge, ready for Year 1.

p.3

Inclusion Expected standard

Leaders set an inclusive vision for the school and this is clear in daily practice. Pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known to social care are welcomed, valued and supported. Staff know pupils well as individuals. When new needs arise, staff make timely adjustments so pupils continue to access learning successfully.

p.3

Inclusion Expected standard

Support for pupils with SEND is precise within the specialist resource provision, The Treehouse. Here, pupils receive targeted speech, language and communication support that helps them regulate, communicate and return to their mainstream classes. Leaders aim for every pupil to learn, socialise and achieve alongside their peers. Adaptations in lessons are usually effective and help pupils access the intended curriculum. Families speak positively about the support their children receive. Leaders work closely with external professionals to secure the right help at the right time. This reduces barriers and enables pupils to make steady progress from their starting points. Staff receive appropriate training and benefit from the expertise of the skilled leadership team.

p.3

Inclusion Expected standard

Leaders use additional funding to support disadvantaged pupils and their peers, helping most to be successful in their learning. However, the strategy to support disadvantaged pupils is not yet fully understood by all staff and monitoring and evaluation by leaders and governors is not consistently effective.

p.4

Leadership and governance Expected standard

Leaders have made significant improvements to the school, particularly in behaviour, curriculum and pupils’ outcomes. They remain determined to raise standards further. Leaders know the school and its community well. They have an accurate understanding of what the school does well and where it needs to improve. This insight enables them to set the right priorities and take action that is in pupils’ best interests.

p.4

Leadership and governance Expected standard

The trust provides effective support and challenge. Leaders benefit from opportunities to work with other schools, widening their experience and sharing practice across the trust. Leaders, governors and trustees share an inclusive vision. They are ambitious for every pupil and ensure that the school welcomes, supports and nurtures all children. Governors increasingly understand their strategic role and focus on the difference the school makes. However, monitoring needs to become sharper so governors can be fully assured that the curriculum and targeted funding, particularly for disadvantaged pupils, have a positive impact.

p.4

Leadership and governance Expected standard

Leaders prioritise high-quality professional learning that aligns with the school’s improvement work. Staff appreciate the support and training they receive, as well as opportunities to collaborate and learn from others. New teachers feel well guided as they begin their careers.

p.4

Leadership and governance Expected standard

Staff are positive about the leadership of the school. Leaders take practical steps to listen carefully and protect staff workload and wellbeing. They remove unnecessary tasks while maintaining high expectations. This approach helps staff remain focused on improving the school and ensuring pupils receive the best possible education.

p.4

Personal development and wellbeing Expected standard

The school’s personal development and wellbeing programme continues to develop and improve. Pupils benefit from a wide range of extra-curricular clubs and experiences. Leaders make sure all activities are open to every pupil who wants to take part. Pupils enjoy outdoor pursuits, such as residential trips and performing at the local theatre as part of the ‘Our Time to Shine’ project. They also enjoy curriculum linked trips and enrichment. However, pupils are not always clear about the purpose of these visits or what they are expected to learn.

p.4

Personal development and wellbeing Expected standard

The personal, social and health education curriculum teaches pupils about healthy relationships and how to treat others with respect. Pupils understand that everyone is different and that the school is a place where differences are accepted. They discuss right and wrong in lessons and assemblies and talk about real life issues, such as the experiences of young carers. These opportunities help pupils think about their values and understand themselves better. The relationships, sex and health education programme is well planned, giving pupils important knowledge for the future. However, pupils’ understanding of fundamental British values, equality and respect for different backgrounds and identities and how to maintain good mental health is less secure.

p.4

Personal development and wellbeing Expected standard

Pastoral support is a key feature of the school. Well-trained staff know pupils well and act quickly when pupils need extra help. Pupils learn about different types of families and safe relationships in age-appropriate ways. They are taught how to keep themselves safe in the community and online.

p.5

Personal development and wellbeing Expected standard

Pupils enjoy taking on responsibilities, such as house captains, eco-warriors and wellbeing monitors. These roles build confidence, leadership skills and resilience. In the early years, children develop independence by caring for equipment and managing simple tasks for themselves, such as putting on their coats.

p.5