The Wellington Academy


Name The Wellington Academy
Website http://www.thewellingtonacademy.org.uk/
Ofsted Inspection Rating Good
Address Tidworth Road, Ludgershall, SP11 9RR
Phone Number 01264405060
Type Academy
Age Range 11-19
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 959 (49.2% boys 50.8% girls)
Number of Pupils per Teacher 17.6
Academy Sponsor Royal Wootton Bassett Academy Trust
Local Authority Wiltshire
Percentage Free School Meals 7.7%
Percentage English is Not First Language 7.9%
Persisitent Absence 18.6%
Pupils with SEN Support 4.8%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (15 March 2016)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

The Wellington Academy is an average-sized secondary school with a smaller than average sixth form. The school has provision for up to 100 boarders. The school is sponsored by Wellington College and is part of a multi-academy trust. The college provides support through its own staff and the Teaching Schools Alliance. The principal has been in post since September 2013. There have been other recent appointments to the senior leadership team and the school is currently reorganising its staffing structure. The majority of pupils are from White British backgrounds. The proportion of pupils known to be eligible for the pupil premium is below average. A high number of service children attend the school. The proportion of pupils who have special educational needs or disability who receive support is in line with the national average. The proportion of pupils who have special educational needs or disability who have a statement of special educational needs or an education, health and care plan is also in line with the national average. A small number of pupils attend alternative provision established and run by the school not far from the school site. The school did not meet the government’s current floor standards in 2014, which set the minimum expectations for pupils’ attainment and progress by the end of key stage 4.

Summary of key findings for parents and pupils

This is a good school Leaders have improved the quality of education at the school since the last inspection. They have nurtured a culture of higher aspiration so that expectations of what pupils can and should achieve are higher. Leaders are well supported by the local governing body and the multi-academy trust, which provides the right degree of challenge and support. The behaviour of pupils is significantly better than at the time of the previous inspection. There is little evidence of low-level disruption because, in the main, pupils are respectful towards staff and each other. The achievement of pupils has risen, particularly the progress they make in English and mathematics. The school has a very inclusive culture. Pupils are made to feel welcome, valued and safe. Disadvantaged pupils now make comparable progress with other pupils, particularly in English and mathematics. The quality of teaching is improving as a result of leaders’ actions to share the best practice across the school and hold staff accountable for the progress that pupils make. Leaders rightly pride themselves on the quality of their work to develop the moral, social, cultural and spiritual education of pupils. As a result, pupils develop the skills and attributes that enable them to become good citizens. It is not yet an outstanding school because : Too many learners following AS-level courses are failing to make the progress expected of them. As a result, attainment on these courses is too low and too many learners fail to continue these courses on to A level. Achievement is not high enough in some subjects, such as modern foreign languages. Pupils’ attitudes to learning, although good, are not outstanding because some pupils are not sufficiently curious, enthusiastic or inquisitive. The number of exclusions has recently risen. Although this is because the school has rightly adopted a firmer approach to the management of behaviour, the fact remains that the number of exclusions is too high.