East Farleigh Primary School

East Farleigh Primary School

Address: Vicarage Lane, East Farleigh, Maidstone, Kent, ME15 0LY Unique reference number (URN): 118289

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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.

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How we evaluate safeguarding

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

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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.

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Curriculum and teaching Strong standard

Leaders have taken care to design an ambitious and engaging curriculum. The school prioritises the development of pupils' oracy. Leaders have embedded the promotion of communication and independence throughout the school’s work. Staff consistently consolidate pupils’ learning and provide purposeful opportunities for them to practise valuable skills.

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Curriculum and teaching Strong standard

Staff implement the well-established phonics programme effectively. Teachers demonstrate strong subject knowledge. Additional support is provided for pupils whose understanding of phonics is less secure, enabling early readers to access the wider curriculum with greater confidence.

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Curriculum and teaching Strong standard

Staff adapt their teaching effectively so that pupils who require additional support, including those with special educational needs and/or disabilities, receive appropriate provision. This helps pupils to focus on what is important and supports them to make meaningful connections with prior learning.

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Curriculum and teaching Strong standard

Leaders maintain a robust overview of the quality of the curriculum and teaching. They use this information to refine the school's approaches and guide the training and professional development support for teachers. As a result, teachers have the expertise that they need to deliver the curriculum well. An example of this improving picture is the school's recent focus on mathematics.

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Early years Strong standard

Children make a highly successful start in the early years. Leaders have a clear and ambitious vision for children, with the aim of enabling everyone to succeed. Children learn key communication, personal, social and emotional skills. The school-wide focus on oracy starts in early years. Staff plan activities that promote language development through shared storytelling, both indoors and outdoors. The environment is well organised and thoughtfully resourced. This enables children to access materials independently and remain fully engaged in purposeful play and adult-led learning. Staff plan activities carefully to build on children's prior learning. High-quality adult interactions extend children’s vocabulary, foster independence and strengthen their early communication skills. Staff are adept at developing children’s understanding by promoting their learning at every opportunity.

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Early years Strong standard

The school’s strong partnerships with parents and carers ensure that families are well- equipped to support their children’s learning at home. A strong emphasis on wellbeing and care underpins practice, enabling children to feel safe and secure.

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Early years Strong standard

Early years teaching is purposeful and responsive. Phonics teaching follows a consistent approach. Staff also promote children's early writing development through well-considered activities. Children are very well prepared for the move into Year 1.

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Inclusion Strong standard

Leaders swiftly identify pupils' needs and set about meeting them. They draw on existing internal expertise and seek external support where necessary. This includes working with local charities to support disadvantaged pupils and those who find attending school regularly more challenging.

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Inclusion Strong standard

The school’s strategies to support pupils with a range of vulnerabilities are precisely planned and executed skilfully by committed staff. Leaders ensure that these strategies centre around the needs of individual pupils.

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Inclusion Strong standard

Leaders have a secure grasp of the school's well-conceived inclusion strategies. This includes the use of additional funding. They conduct regular checks and promptly adjust or adapt approaches for particular pupils where necessary. Leaders draw on robust evidence of effective practice to inform their decisions and work in close partnership with other professionals. The school adopts a broad range of approaches to engage families effectively and gather their views. Examples include online communications, coffee mornings, workshops and bespoke sessions tailored for disadvantaged pupils.

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Inclusion Strong standard

Leaders rigorously track the engagement and participation of disadvantaged and other vulnerable pupils in wider opportunities such as clubs and trips. Leaders’ actions have a highly positive impact on pupils' outcomes and experiences.

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Personal development and wellbeing Strong standard

The school prepares pupils well for their next stages in education and for their lives in modern Britain. The school has a concise, well-structured programme to support pupils' personal development. This includes effective teaching of personal, social and health education. Leaders skilfully tailor the curriculum to sensitively address the risks they know pupils may face. For example, pupils develop a detailed understanding of how to keep themselves safe online. The personal development and wellbeing offer, including focused assemblies, deepens pupils' knowledge about fundamental British values. Pupils demonstrate the security of this learning, showing kindness and mutual respect. Pupils show understanding of diversity and recognise the importance of respecting differences in others. The school meets its statutory requirements for relationships, sex and health education.

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Personal development and wellbeing Strong standard

Pupils are markedly positive about their school experiences. Staff are caring, kind and hold high ambitions for pupils. Pupils are safe. Pupils benefit from high ‑ quality pastoral support, with particularly strong provision for those who are most vulnerable. Pupils articulate a well ‑ developed understanding of the importance of care, belonging and inclusion. This is encapsulated via the school’s excellent ‘Wellbeing Champions Pupil Leadership Programme’. Wider leadership responsibilities, such as school councillors, eco-warriors and house captains, build pupils' social skills, confidence and resilience.

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Personal development and wellbeing Strong standard

The school offers a wide range of opportunities for pupils to develop their talents and interests in music, the arts and sport. For instance, many pupils have the opportunity to learn to play a musical instrument. Leaders monitor carefully to ensure that all pupils take part in these activities. Additional care is taken so that disadvantaged pupils and those with

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Expected standard

special educational needs and/or disabilities do not miss out. As a result, pupils feel happy and well cared for.

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Achievement Expected standard

Most pupils achieve outcomes that broadly match national averages. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities. Children make a positive start in the early years, developing key skills that are built on as they move through the school. This ongoing focus on important English and mathematics skills helps pupils to secure the foundations needed for later learning. The high value that the school places on oracy means that pupils articulate their understanding confidently. Pupils concentrate well on their learning and tasks, reflected in the improving quality and depth of their work. Typically, they demonstrate secure knowledge, linking ideas across a wide range of subjects. Teachers regularly help pupils practise key skills and revisit previous learning. Pupils are generally prepared well for the next stage of their education.

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Leadership and governance Expected standard

Leaders are ambitious for all pupils. They identify and establish clear improvement priorities to enhance provision further. Leaders make decisions and changes with pupils’ best interests at heart.

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Leadership and governance Expected standard

Leaders provide a well ‑ planned and continuous programme of professional development for all staff. This strengthens staff confidence and helps them develop secure and effective practice. Staff appreciate the way that leaders and governors are supportive of their workload and wellbeing.

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Leadership and governance Expected standard

Leaders, including governors, monitor the impact of their work carefully. They have established a school culture where pupils benefit from a positive educational experience. Statutory responsibilities are met effectively. Leaders' kindness, expertise and respectful approach reflect the school’s ethos. Governors strike an appropriate balance between challenge and support, holding leaders to account for the effectiveness of the school’s work.

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Leadership and governance Expected standard

Where aspects of the school’s work require further development, leaders take prompt and appropriate action to address these, including work that is underway to improve attendance. Parents and carers are supportive of the school. They value its inclusive, nurturing and caring environment and appreciate the approachable staff and the school’s 'community feel'.

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Attendance and behaviour Needs attention

Disadvantaged pupils do not attend school consistently well enough. Too many disadvantaged pupils are persistently absent. Governors, leaders and staff prioritise improving attendance. Leaders take appropriate and well ‑ considered action to address pupil absence. This has had a positive impact already on improving the attendance of pupils with special educational needs and/or disabilities. Leaders monitor attendance closely and scrutinise patterns to provide targeted support for pupils who struggle to attend regularly. Attendance overall is broadly in line with the national averages over time.

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Attendance and behaviour Needs attention

Pupils behave well. The school is calm and orderly. Pupils are polite and interact well with each other. Leaders ensure that the school’s behaviour policy is well implemented by staff and understood by pupils. This is supported by the school’s behaviour values of 'Kind, Respectful, Safe'. Pupils, including children in the early years, know and understand these values. Staff address any infrequent incidents of bullying quickly and consistently. Pupils feel safe. Leaders take an inclusive approach to behaviour, making appropriate adjustments for pupils with special educational needs and/or disabilities.

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What it's like to be a pupil at this school

Pupils know the school's values of ‘Engage, Excite and Empower’ very well and demonstrate this knowledge throughout the school day. Pupils get on well with each other. Older pupils role model positive behaviour for their younger peers. Pupils value their friendships. Staff are skilled at helping pupils to manage their emotions. Wellbeing is prioritised. Pupils trust staff to help them resolve any issues that they might have. Pupils feel safe. Calm, nurturing spaces, such as the school's garden room and cabin, provide welcoming and supportive environments.

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What it's like to be a pupil at this school

Pupils benefit from a broad and balanced curriculum across all key stages. They show a genuine enjoyment of learning. High expectations from staff foster pupils' curiosity, encouraging their interest and enthusiasm. As a result, the atmosphere is purposeful and focused. The school places a high value on oracy. Pupils speak confidently and articulately to express their ideas.

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What it's like to be a pupil at this school

Pupils who attend regularly benefit fully from the school’s positive, inclusive learning environment. However, absence among disadvantaged pupils remains too frequent. This limits their ability to access the full range of learning opportunities within the well-designed curriculum. Leaders and staff set high expectations for behaviour, ensuring that pupils behave well. Bullying is rare. When concerns do arise, staff respond promptly to provide appropriate support.

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What it's like to be a pupil at this school

The school successfully builds pupils’ confidence and self-esteem. Pupils value leadership opportunities, such as being on the school council or as wellbeing champions and play leaders, taking pride in contributing to school life. A rich range of activities broadens their experiences, including trips, clubs and outdoor learning. Pupils learn to recognise and

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Team inspectors:

Anne Allen, Ofsted Inspector Niall Fox, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place. manage their emotions. They benefit from strong support systems, including buddy roles and sensory spaces, which promote inclusion and wellbeing.

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Next steps

Leaders should refine attendance strategies for disadvantaged pupils to secure sustained improvements in attendance and reductions in persistent absence. Leaders should work to ensure that pupils’ achievement is reflected in above-average outcomes in national tests over time.

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About this inspection

The chair of the board of governors in this school is Diane Scott.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with governors, including the chair of governors, the headteacher, senior leaders and staff during the inspection. Inspectors also spoke to a representative of the local authority and pupils, parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Peter Goodman This data is from 9 June 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 63% 62% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 73% 75% Close to average

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average

2023/24 (final) 80% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 73% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 70% 74% Close to average

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average

2023/24 (final) 77% 73% Close to average

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average

2022/23 (final) 80% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 43% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2023/24 (final) 71% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 57% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 5.6% 5.2% Close to average

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national average

2023/24 (3 term) 5.7% 5.5% Close to average

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national average

2022/23 (3 term) 5.5% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 15.8% 13.0% Close to average

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national average

2023/24 (3 term) 17.7% 14.6% Close to average

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national average

2022/23 (3 term) 14.4% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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