The Wellington Academy

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About The Wellington Academy

Name The Wellington Academy
Ofsted Inspections
Mr Rob Wood
Address Tidworth Road, Ludgershall, SP11 9RR
Phone Number 01264405060
Phase Academy
Type Academy sponsor led
Age Range 11-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 1120
Local Authority Wiltshire
Highlights from Latest Inspection

What is it like to attend this school?

Leaders have very high expectations of pupils and staff alike. They are passionate about improving the life chances of every pupil during their time in school. Pupils, especially those in the sixth form, delight in their strong working relationships with staff.

Pupils appreciate the wider opportunities they have through extra-curricular activities.

Pupils enjoy a calm and orderly atmosphere in school. They show respect to each other and to staff.

There is little low-level disruption and, when it occurs, staff deal with it using the systems in place. Most pupils learn from this. On the few occasions that bullying takes place, staff deal with it swiftly.
...r/>There is a strong military presence in the community. Leaders work effectively with the garrison commander and regimental commanding officers to make sure pupils understand and respect the traditions and history of the area. Leaders are keen to engage with other members of the community, too.

Many pupils arrive and leave the school at times other than the usual transition points. Leaders are responsive to the needs of such pupils and ensure that any movement between schools is managed effectively.

What does the school do well and what does it need to do better?

Leaders are developing the curriculum, using the expertise of teachers who are specialists in their fields.

Older pupils, particularly those in the sixth form, remember important knowledge well and apply it to the topics explored. However, overall, there is still too much focus on the organisation and structure of the curriculum and not enough on identifying the key concepts that pupils need to learn over time. Leaders have worked hard to improve teaching and ensure consistency of practice.

Nonetheless, the understanding of how to teach complex aspects of the curriculum is less secure. Leaders are training teachers on how to do this better.

Leaders have paid close attention to the needs of disadvantaged pupils.

They have suitable plans in place to support pupils to attend well and learn successfully. Leaders track the successes of these pupils carefully and make sure any gaps in knowledge are closed. There has been some generic support in place for pupils with special educational needs and/or disabilities.

The new special educational needs coordinator has taken steps to build on this, so that the specific needs of pupils are identified more precisely. However, it is too soon to see the full impact of this work.

Reading is prioritised.

The English curriculum is rich in classic and diverse texts. This improves pupils' cultural perceptions. Teachers read novels with pupils regularly to enrich their vocabulary and understanding of historical and topical themes.

However, there are some pupils who enter school who are not able to read accurately and fluently. Consequently, these pupils are not able to keep up with others in their learning because they are unable to comprehend the texts used fully.

Pupils learn in an age-related way about positive relationships and health and sex education.

However, other aspects of the personal, social and economic curriculum are not developed fully. Consequently, pupils have not developed enough knowledge about some important topics to be able to debate and discuss them in depth. Older pupils receive clear guidance about future pathways in education, employment and training.

However, in Years 8 and 9 pupils do not receive a comprehensive enough careers education. Therefore, the school does not fully meet the requirements of the Baker Clause.

Leaders are mindful of staff workload and use formal assessment processes proportionately.

Where assessment is used effectively, it is highly proficient at checking pupils' learning and ensuring that misconceptions are spotted and remedied. However, in some cases teachers' expectations are too low. This means that sometimes pupils do not do their best, and misunderstandings persist.

The trust has supported leaders in the school with the key priorities. The chief executive officer, trustees and governors are astute in their evaluation of the school. They challenge school leaders in a balanced way.

Staff value the strong leadership of the headteacher and the positive changes that he is making. This has helped the school to maintain its momentum to continually improve.


The arrangements for safeguarding are effective.

The designated safeguarding lead is vigilant in his duties and is a strong advocate for pupils at risk of harm. Leaders make sure that external support is provided at the right level to keep pupils safe.

Staff receive regular and up-to-date training.

They know how to identify and report any concerns about pupils who may be vulnerable.

Recruitment checks are undertaken thoroughly.

The school has suitable policies in place to raise awareness among staff and parents about the dangers of sexual harassment, online sexual abuse and sexual violence.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, there has not been sufficient consideration of the key concepts that pupils need to learn over time. As a result, many pupils are not able to retain important knowledge that would allow them to integrate new knowledge into larger ideas. Leaders must ensure that subject curriculums are reviewed with this in mind.

• Some aspects of the personal, social and economic curriculum are not planned well enough. As a result, pupils do not have the depth of knowledge needed to discuss important topics meaningfully. Leaders must ensure that curriculum planning and staff training support this to happen more effectively.

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