Wellington Primary School and Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy their learning at Wellington Primary School and Nursery.

Staff really know them as individuals in this small community. This helps staff to care for them and to make sure they learn well. The school has planned a broad and ambitious curriculum.

Pupils' learning builds on what they already know. Pupils get off to a good start in the early years. Learning moves smoothly from one key stage to the next.

Staff provide a high quality of pastoral care and take effective steps to promote pupils' mental health. Pupils enjoy warm relationships with the staff. They know that there are always adults to talk to.

Pupils treat each other with respect. ...Staff resolve any disagreements straight away. Pupils feel safe, and play happily at social times.

There is a calm, purposeful atmosphere in classrooms and corridors. Pupils become confident, articulate learners. Attendance is high.

Trips to places of interest, such as the National Space Centre, are closely tied into the curriculum. A high proportion of pupils take part in lunchtime clubs, such as choir, football or board games. Leaders listen to pupils' views about the school, and use them to plan further improvements effectively.

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

The school's current leaders have acted swiftly to raise expectations for pupils' welfare, behaviour and academic achievement. They have shown fine judgement in focusing first on what matters most. Staff, pupils and parents recognise the rapid improvements in the school.

Pupils study all the subjects in the national curriculum. The school has carefully planned how learning should build up over time. For example, in Year 3 and 4 science, pupils learn about the formation of rocks, different types of rock and then their properties.

In some foundation subjects, however, pupils do not study every part of the curriculum in enough depth. The school makes effective use of mixed age classes. For instance, Reception children move into Year 1 already familiar with what to expect in their learning.

Teachers have secure subject knowledge. They plan the day-to-day learning for pupils to enable them to meet the longer-term learning aims. Teachers make sure that pupils understand and use the correct vocabulary.

They present knowledge clearly, using a good range of resources. Teachers check on pupils' learning, and identify any misconceptions that arise. They help pupils to remember their learning in the longer term, providing frequent opportunities for pupils to recall their knowledge.

Across the school, pupils make effective progress in their knowledge and understanding.

Leaders have ensured that learning to read is a top priority. From the early years onwards, pupils follow a structured phonics programme.

This programme ensures that pupils learn about letters and their sounds in a logical order. Staff use the programme's resources in a consistent way. They check regularly on how pupils are learning, and provide effective support for any pupils at risk of falling behind.

The school works closely with parents, and younger pupils read frequently to an adult. Books are well matched to pupils' knowledge of phonics. Pupils quickly become fluent readers.

Across the school and in different subjects, pupils enjoy a good range of fiction and non-fiction texts. Teachers pay precise attention to different reading skills. Most pupils are keen to read in their own time, encouraged by the school's rewards.

The school identifies the additional needs of pupils with special educational needs and/or disabilities (SEND) effectively. Staff draw on guidance to ensure that they meet pupils' needs well. As a result, pupils with SEND make effective progress through the full curriculum.

The school has adopted a new policy for behaviour this academic year. Everyone understands the approach, and pupils think it is fair. Staff establish clear routines and ensure that pupils work together well.

In lessons, pupils settle quickly and disruption to learning is rare. Pupils demonstrate consistently positive attitudes to learning, and take pride in their work.

Pupils follow a planned programme of social and personal education.

This teaches pupils about healthy relationships and how to keep themselves safe. Pupils learn about some cultures and traditions different from their own, for example in religious education and through some of the texts that they study. However, leaders have not completed their check on the range of these opportunities nor how well the programme develops pupils' knowledge.

Pupils have growing opportunities to take responsibility and demonstrate leadership, for example as a part of 'student voice' or as digital leaders. Every week, older pupils support younger ones with their reading.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, the school has not ensured that all components of the curriculum receive sufficient time and depth of study. As a result, pupils do not gain the depth of knowledge in these areas that they should. As the curriculum continues to develop, the school should ensure that in implementing the curriculum, teachers pay due attention to all the different components across all subjects.

The school has not evaluated precisely the opportunities for pupils to learn about a broad range of cultures and traditions other than their own. As a result, some pupils' understanding of other traditions and cultures are underdeveloped. The school should make sure that all pupils benefit from a rich, coordinated programme to learn about the range of cultures and traditions in the world.