Schools & FE · Report card

Eastfield Primary SchoolOfsted report card, 22 Sept 2026

Inspected 22 Sept 2026 · URN 104342

Ofsted inspected Eastfield Primary School on 22 Sept 2026, led by Paul Newby. This is a report card inspection; the lowest area grade was Expected standard. Source: Ofsted (Open Government Licence v3).

Summary

Report card, graded by area · lowest ExpectedSafeguarding met

Paul Newby (lead), Amanda Cope, Kirsty Foulkes

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong 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
Strong standard
Framework verified
Report card
Inspection datesingle source
22 Sept 2026
Inspectors verified
Amanda Cope, Kirsty Foulkes, Paul Newby
Postcode verified
WV1 2QY
Name on report verified
Eastfield Primary School
Safeguarding verified
Met
URN verified
104342

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

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

+79Very positivemore positive than 61% of report cards whose lowest area grade is Expected standard

StrongExpectedNeeds attentionUrgent improvement

In line with other report cards whose lowest area grade is Expected standard.

Markers show where typical reports of each grade sit.

Praisepositiveeffectivelystrongextremelyeffectivehigh expectationsnurturingenjoy

Criticismconcernsunsafenot consistentlypersistently absentnot yetnot consistent

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1587w+79
Leadership249w+77
Safeguarding51w−11
What needs to improve101w+73

Strengths

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Concerns

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They can describe the characteristics of healthy and unhealthy relationships and explain what action to take if they feel unsafe or have concerns. p.2

Next steps

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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: 1,988; about usual (typical 1851)
Reading level: Hard; Flesch 44, typical 44
Average sentence: 13 words
Next steps: 4; typical 2
Hedged sentences: 5%; “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

Eastfield Primary School

Address: Colliery Road, Off Willenhall Road, Wolverhampton, West Midlands, WV1 2QY Unique reference number (URN): 104342

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

Attendance and behaviour Strong standard

Pupils are keen to come to school, and they attend regularly. As a result, attendance has now risen above the national average for all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities. Very few pupils are persistently absent. Leaders share their attendance expectations clearly. This has had a positive impact. It ensures pupils engage fully with school life and the rich opportunities that it brings. Leaders carefully track pupils' attendance. Leaders’ thorough knowledge of families, with whom they have extremely positive relationships, ensures that sustained and personalised support can quickly be put in place for any pupil should they need it.

p.2

Attendance and behaviour Strong standard

Leaders have high expectations for behaviour. As a result, the school is a calm and purposeful environment. Pupils thoroughly relish their learning. They are highly focused in lessons and are proud of what they achieve. From an early age, children are taught how to manage their emotions and behaviour effectively. Leaders ensure that pupils who face challenges with behaviour receive appropriate support. As a result, all pupils successfully develop the skills they need to regulate their emotions. Pupils are courteous, well mannered and respectful towards each other, staff and visitors. They cooperate during social times and interact positively with one another. Incidents of bullying are rare and dealt with swiftly.

p.2

Personal development and wellbeing Strong standard

Pupils' personal development and wellbeing are highly prioritised across this school. Leaders have developed a thoughtful and varied offer. It supports pupils' academic achievement and personal development and allows them to develop confidence and resilience. Leaders and staff know pupils extremely well. They provide effective, nurturing pastoral support to ensure that pupils always have someone to turn to when they need comfort or guidance. Pupils know how staff encourage them, celebrate their achievements and help them find their voice.

p.2

Personal development and wellbeing Strong standard

Pupils appreciate the wide range of clubs and visits available to them, including a residential trip. These include sporting, musical and creative opportunities. Participation is high for all groups of pupils, including disadvantaged pupils and those with special educational needs and/or disabilities. These experiences help pupils to develop their talents and interests.

p.2

Personal development and wellbeing Strong standard

Pupils know how to stay safe, including when online. They can describe the characteristics of healthy and unhealthy relationships and explain what action to take if they feel unsafe or have concerns. Pupils show a secure and in-depth understanding of fundamental British values. They also demonstrate a mature knowledge of issues such as diversity and equality. For example, they speak confidently about the importance of treating people fairly. They recognise that discrimination based on race, gender or sexual orientation is wrong.

p.2

Personal development and wellbeing Strong standard

The inclusive culture of the school is valued by pupils, and they know how this contributes to a positive community. They understand and appreciate the differences between themselves and others. Leaders ensure that the statutory elements of relationships and sex education and health education are taught sensitively and at an age-appropriate level. Pupils demonstrate a secure understanding of this learning.

p.2

Expected standard

Pupils undertake leadership responsibilities with maturity, confidence and a strong sense of purpose. They see these roles as meaningful ways to contribute to the life of the school and to make a positive difference to others, for example house captains, digital ambassadors and librarians.

p.3

Achievement Expected standard

Typically, pupils attain well and are prepared appropriately for the next stage of their education. This is particularly the case for disadvantaged pupils, including those with special educational needs and/or disabilities. Fewer pupils, however, attain the highest standards. Leaders recognise this and are taking steps to ensure that all pupils receive the challenge they need to excel.

p.3

Achievement Expected standard

Leaders focus on the strong foundations that pupils need for future learning. They have, however, identified that some pupils have not achieved as well as they could in phonics. Changes to phonic delivery are now helping strengthen pupils' early reading and improving outcomes over time.

p.3

Achievement Expected standard

Pupils demonstrate a secure understanding of important knowledge across the curriculum. Typically, they can recall and build on prior learning. When speaking about protected characteristics, equality and fundamental British values, they are confident and thoughtful. In these areas, they demonstrate a detailed understanding, explaining their importance in school and wider society.

p.3

Curriculum and teaching Expected standard

Leaders have created a broad and balanced curriculum that meets the needs of their school community effectively. It is well sequenced and ensures pupils build their knowledge and skills over time. To support them in delivering the curriculum effectively, staff benefit from high-quality professional development.

p.3

Curriculum and teaching Expected standard

A strong focus is placed by leaders on the key areas of learning, which include reading, writing and mathematics. This begins in the early years. Here, well-planned activities help children develop fine motor skills and secure pencil grip. As a result, children are well prepared for later writing.

p.3

Curriculum and teaching Expected standard

Typically, teachers make timely and accurate checks on what pupils know, understand and can do. This enables them to identify misconceptions and provide appropriate support where it is needed. Staff have a secure understanding of the many needs that some pupils may have. They use this knowledge to make suitable changes to learning. This helps pupils access the curriculum alongside their classmates. Leaders recognise that this practice is not yet fully consistent across all subjects. Leaders are quick to identify aspects of provision that need improvement and take prompt action to address them. For example, they have recently strengthened the school's approach to phonics to improve outcomes for all pupils.

p.3

Early years Expected standard

Leaders have created a curriculum that supports learning across all areas of development. It makes sure that children develop the important knowledge and skills they need through well-thought-out activities. Reading is prioritised from the start. Children enjoy stories, rhymes and phonics activities that help to develop a love of reading. Engagement is high and children are keen to learn. Children's personal, social and emotional development is a key focus. This supports children to feel settled, behave well and follow established routines confidently.

p.4

Early years Expected standard

Effective relationships are established with parents and carers from the outset. These strong partnerships help children make a positive start to school. They also allow staff to share information with parents about their children's progress regularly, which supports their development throughout the year.

p.4

Early years Expected standard

Thorough checks on children are carried out when they join the school to find out what they know and can do. These help staff to have a detailed understanding of starting points. They also support successful transition into school. Where children require additional support, staff provide this quickly and effectively.

p.4

Early years Expected standard

Staff are nurturing and typically effective in their interactions. For example, they introduce new vocabulary successfully. However, some interactions do not consistently develop children's communication and language skills as effectively as they could.

p.4

Inclusion Expected standard

Belonging is at the heart of this nurturing school. The school has extremely high expectations for all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities. Leaders have created effective systems for identifying all pupils' needs. This work begins from the moment children enter the early years. As a result, pupils receive the support they need when they need it most.

p.4

Inclusion Expected standard

High importance is placed on emotional wellbeing. Staff provide effective support to help pupils understand and manage emotions. This contributes positively to their confidence, wellbeing and readiness to learn.

p.4

Inclusion Expected standard

Staff work closely with external agencies, parents and carers, to review provision. Necessary changes are then made promptly, to reduce any issues that may prevent a pupil from thriving. Staff benefit from regular professional development. Leaders ensure that training is based on the needs of the pupils. Consequently, the support that staff provide to them across subjects is typically well matched to their needs.

p.4

Inclusion Expected standard

Leaders carefully consider the experiences of all pupils. Additional funding is used thoughtfully to provide targeted support, which quickly helps pupils catch up with their learning. As a result, disadvantaged pupils are fully included in school life and supported to achieve well.

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