Wellington Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Governance of the school is effective. Governors have a clear understanding of their roles and responsibilities.

They are ambitious for pupils and have a broad overview of the strengths of the school. The headteacher, senior leaders and those responsible for governance have created a positive culture where staff feel valued and pupils, parents and carers are happy. Staff benefit from a range of training which supports them in developing their skills and practice.

Teachers have good subject knowledge. In the very best teaching, effective planning supports pupils' good progress and staff use skilful questions to challenge pupils and deepen ...their understanding. However, this is not yet consistent across the school.

The curriculum gives pupils opportunities to explore subjects in a creative way. Pupils benefit from a wide range of extra-curricular activities and enrichment opportunities. The teaching of writing is a strength of the school.

In 2018, pupils' attainment was well above the national average at the end of key stage 2. Pupils currently in the school make rapid progress and attain very high standards in writing. Behaviour is good.

Pupils are well cared for; staff promote their personal development well and pupils feel safe. Occasionally, teachers provide insufficient challenge for the most able pupils and do not check systematically when pupils need more support in their learning or when they are ready to move on. Consequently, some pupils do not make as much progress as they could.

Children in Reception have an excellent start to education. They make rapid progress from low starting points, particularly in phonics, writing and number. The school promotes pupils' spiritual, moral, social and cultural development well.

Information about this school

Wellington is larger than the average-sized primary school and is expanding from two forms to four forms of entry, over two sites. The majority of pupils come from Asian or Asian British backgrounds. The proportion of disadvantaged pupils who are eligible for pupil premium funding is below average.

The proportion of pupils with SEND is above average. The proportion of pupils who speak English as an additional language is well above average. The children in the early years are taught in Nursery and Reception classes.

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