About Us

The teaching at Epsom Primary and Nursery School begins by building on the many skills you have taught your child at home. 

We work with children, parents and the community to create an aspirational environment where everyone is encouraged to 'make their own learning journey'.

 

Our high expectations of attendance and behaviour ensures from day one, that our children maximise every learning opportunity and develop positive relationships with others.

 

We encourage our children to be proud of their successes and provide opportunities for them to celebrate their learning and progress in class.  We welcome parents to monthly book look sessions, assemblies and special events.  Our door is always open for you to come and see your child's learning journey in action.

 

We hope you will find all the information you need about our school, but if not or if you have a question about any aspect of school life please do not hesitate to contact us.

Core Values

The core values are the guiding principles that drive the behaviour and actions of all members of our

school community.

They are designed to create an unwavering and unchanging guide despite an ever-changing educational climate.

They also help staff and pupils reflect on their actions and to determine if they are fulfilling their goals.

It’s what we are!

"The curriculum is broad and balanced, inclusive and enriched, because of the extensive range of subjects and extended activities the school offers.

The curriculum adds to the achievements and

well-being of pupils."


Ofsted Report Dec 2015

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Epsom Primary & Nursery School | Pound Lane | Epsom | Surrey | KT19 8SD

T: 01372 720608 | F: 01372 739902 | E: office@epsom.surrey.sch.uk |   
www.epsomprimaryschool.co.uk

 

Epsom Primary and Nursery School is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff and volunteers to share this commitment.

If you require paper copies of anything on the website then please contact the office .

 

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