Four Elms Primary SchoolOfsted report card, 15 Sept 2026

Four Elms Primary School

Address: Bough Beech Road, Four Elms, Edenbridge, Kent, TN8 6NE Unique reference number (URN): 149976

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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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Personal development and wellbeing Strong standard

The school has developed a carefully considered personal development curriculum which includes age-appropriate relationships and sex education. Leaders have closely matched the programme to pupils’ needs. For example, the school has an extensive mental health and wellbeing offer for pupils. Pupils are confident to discuss their feelings and have a range of strategies for helping themselves if they are ever angry or sad. Pupils know the importance of maintaining their positive physical and mental health.

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Personal development and wellbeing Strong standard

Pupils understand the risks of online and personal safety. They learn to respect themselves and recognise positive relationships. Older pupils have an age-appropriate understanding of consent, both physically and online. Pupils learn about different families and have an appreciation and respect for different ways of life.

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Personal development and wellbeing Strong standard

Pupils benefit from extensive opportunities to develop their interests and characters. They participate in a wide range of trips linked to the curriculum, which bring pupils’ learning to life. The school has developed an impressive range of wider opportunities for pupils such as trips to the farm, visiting theatre companies and performing at the local theatre. The school offers a range of clubs within the school day and after school, to broaden pupils’ experiences. Leaders carefully monitor pupils’ uptake of clubs such as art, football and singing, to ensure that all pupils have the same opportunities to participate.

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Personal development and wellbeing Strong standard

Pupils’ views are valued. They are empowered to make a positive difference in the school community through their roles in school such as playground ambassadors, being buddies for younger pupils and organising Macmillan coffee mornings. These opportunities help pupils to understand active citizenship and the British values. Pupils learn about many religions and beliefs and learn how to respect each other’s different views. Pupils are well prepared for life in modern Britain and the next stage of their education.

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Achievement Expected standard

In reading, writing and mathematics and some areas of the wider curriculum, pupils achieve well at this school. Pupils are deliberately taught the foundational knowledge in reading, writing and mathematics they need to achieve fluency and access the wider curriculum. Pupils are helped to overcome gaps in their knowledge so that they progress well through the curriculum from their various starting points. Pupils’ work is of high quality across a range of curriculum subjects. Pupils’ success in the Year 1 phonics check and their attainment at the end of Year 6 is above the national averages.

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Achievement Expected standard

Pupils are taught specific technical vocabulary and its meaning. They use this vocabulary to discuss and debate their learning in lessons. Staff skilfully design resources so that all pupils, no matter their barriers to learning can understand and learn the curriculum equally well. Pupils, including disadvantaged and vulnerable pupils, are well-prepared for their next stage of education.

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Attendance and behaviour Expected standard

Leaders have established a highly positive culture of attendance. Pupils are happy to come to this welcoming school, and their levels of attendance are high. Leaders work in partnership with families and carers, so they understand the value of regular attendance. Leaders understand the barriers to attendance which some families experience. They work very well with external agencies so that families get the support they need. Leaders are determined to make even further improvements to attendance. Their work has had an excellent impact on securing high levels of attendance.

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Attendance and behaviour Expected standard

Leaders' approach to behaviour is highly positive. Policies and procedures to manage behaviour are well understood and consistently applied by all. There are high expectations for behaviour right from the start of Reception and routines are well established. Pupils know and respect everyone’s rights to learn in a calm environment. Pupils cooperate kindly and resolve any conflicts amicably with the support of staff. Any pupils in need of help get effective support to meet the school’s expectations for behaviour. Pupils strive to live up to leaders’ high expectations of them. Incidents of bullying are very rare, but pupils are rightly confident that staff would help them if it ever happened.

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Curriculum and teaching Expected standard

The school has developed a broad and ambitious curriculum with pupils’ personal, social and health education at its heart. Leaders have further refined the curriculum so that it sets out the most important knowledge and skills that pupils need in order to build future learning securely. Leaders routinely monitor how well the curriculum and teaching helps pupils to achieve. They use their analysis to pinpoint the actions which benefit pupils most.

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Curriculum and teaching Expected standard

As soon as children start in Reception, they learn the foundational knowledge they need in reading, writing and mathematics. Staff place a clear emphasis on children mastering communication and language skills. Pupils learn to read securely. Staff pick up on any pupils who are at risk of falling behind and make sure they have the support they need to catch up quickly.

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Curriculum and teaching Expected standard

Staff have secure subject knowledge and teach the curriculum well. They explain new ideas in ways that help pupils to understand. Staff use resources well, to help pupils grasp complex ideas securely. In most areas of the curriculum, staff check pupils’ understanding and adapt their teaching accordingly. However, this is more rigorous in some subjects than others. As a result, some pupils do not learn as securely as they could in all areas of the curriculum.

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Early years Expected standard

Leaders are ambitious that children will have an excellent start to their education in the Reception Year. The school works in partnership with parents to understand children’s needs and puts support in place to reduce any barriers that children face. Staff ensure that children feel welcome by building warm and professional relationships with them. Children’s interests are valued and incorporated into the curriculum. As a result, children settle into school well. They enjoy following the consistent routines and become confident learners. The needs of children with special educational needs and/or disabilities (SEND) are quickly identified and appropriate support is put in place.

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Early years Expected standard

Leaders have further refined the curriculum in Reception so that children learn the key knowledge and skills securely. Staff carefully plan steps in learning for each child and adapt the curriculum to meet their needs. Staff prioritise developing children's vocabulary and communication skills through modelling language and encouraging conversation. Children start to learn phonics as soon as they join the school. Staff make sure that children learn about the connection between letters and sounds. There are many opportunities throughout the curriculum for children to write independently.

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Early years Expected standard

Children achieve well from their starting points, including disadvantaged children, those with SEND and those who have barriers to their learning and/or wellbeing.

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Inclusion Expected standard

Leaders are ambitious that all pupils will achieve equally highly. An inclusive ethos lies at the heart of the school’s work. Well-considered procedures ensure that pupils' needs are identified quickly and accurately. Effective partnership work with parents and carers and external agencies ensures that the school has an overall understanding of pupils' needs. Leaders keep a close check on pupils' learning and progress, adjusting the support in place as required. Decisions are made in pupils’ best interests.

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Inclusion Expected standard

Leaders maintain a clear focus on making sure that pupils who experience barriers to their learning or wellbeing are well supported. This includes those pupils with special educational needs and/or disabilities. Staff know pupils well and help them to overcome any barriers to wellbeing and/or learning. All pupils are enabled to participate fully in every aspect of the curriculum and school life.

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Inclusion Expected standard

Additional funding is used effectively to support pupils who are disadvantaged. This helps to support these pupils to progress well, both personally and academically. A carefully planned programme of training ensures that staff are knowledgeable about how to support pupils to overcome their individual difficulties.

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Leadership and governance Expected standard

Leaders work seamlessly with governors to create a culture of high expectations where every pupil will feel welcome and experience an excellent education. Leaders have a detailed understanding of the school’s strengths and areas for development. They have accurately identified the school priorities and focus on those which will benefit pupils most. The school works in tandem with the trust to achieve its strategic objectives. The trust provides highly effective support which enables the school to keep pupils' wellbeing and achievement as its main focus. Leaders have created a culture of continuous improvement. They regularly monitor the effectiveness of the school’s work and identify any areas which need further improvement. Leaders have designed a professional learning programme which supports staff to further develop their teaching expertise and achieve the school development priorities.

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Leadership and governance Expected standard

Governors have a clear understanding of their statutory duties. They are equipped with a range of professional skills and expertise. Governors provide the school with knowledgeable challenge and support.

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Leadership and governance Expected standard

Leaders engage positively with the school community and local community. They know children and families very well. The school considers parents', carers' and staff's views when making changes. Leaders are mindful of the impact on staff workload and wellbeing when developing policies and listen to any concerns. Staff are highly supportive of the school and proud to be part of the team.

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

Pupils thrive in this school’s caring and friendly environment. Staff greet pupils with a warm welcome each morning. Well established routines and well-considered support help pupils to feel safe, secure, and ready to learn. Pupils are enthusiastic about participating in the interesting learning experiences that staff design for them.

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

Pupils develop their learning securely through the school's well-designed curriculum. As soon as children transition into the Reception Year, staff build positive relationships with families and carers. Pupils learn the most important knowledge and skills in phonics, writing and mathematics right from the start. Leaders have placed personal, social and health education at the heart of the schools’ curriculum. Pupils take part in many broader experiences and contribute towards the school and wider community with enthusiasm.

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

Pupils typically achieve well from their starting points by the end of key stage 2. This includes those who are disadvantaged, those with education, health and care plans and those who have barriers to their learning and/or wellbeing. Leaders and governors are highly ambitious for all pupils. They are further embedding the consistency of teaching in some subjects, so that pupils’ learning is equally secure across the whole curriculum.

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

Staff know pupils well and use their expertise to identify any barriers to learning or gaps in understanding. Leaders have embedded effective strategies to recognise pupils’ needs and address them swiftly. The school environment is designed to support pupils’ learning and well-being

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

Pupils behave well and concentrate on their learning. This positive attitude to learning is instilled from Reception and encouraged throughout the school. Staff are role models for the school’s values of kindness and respect. Bullying is extremely rare. On the few occasions when concerns arise, staff act swiftly and effectively to resolve issues. Pupils are rightly confident that adults will listen and help.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Next steps

Leaders should ensure that assessment is used consistently well across the whole curriculum to identify gaps in pupils’ learning. Leaders should ensure that staff have the expertise to adapt their teaching according to pupils' needs equally well in all areas of the curriculum.

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About this inspection

The school is part of the Inspire Academy Movement Trust which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Liz Mitchell, and overseen by a board of trustees, chaired by Nick Catt.

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About this inspection

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

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About this inspection

This inspection took place from 15 September to 16 September 2026

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About this inspection

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

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About this inspection

Inspectors spoke with the CEO, the executive headteacher, the headteacher, the deputy headteacher, the special educational needs and disabilities coordinator the governance professional, the chair of trustees, a selection of trustees and governors.

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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: Anna Cheddie The inspector(s) used this data during the full inspection on 15 September 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 6 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 needs support 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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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Disadvantaged pupils reaching the expected standard in reading

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

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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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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

2023/24 (3 term) 5.1% 5.5% 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

2023/24 (3 term) 11.4% 14.6% 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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