We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Wellsprings Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Wellsprings Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Wellsprings Primary School
on our interactive map.
Wellsprings Primary School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Pupils enjoy attending this happy and welcoming school.
They feel safe and well cared for. Pupils have positive and respectful relationships with each other. Respect underpins the school's golden rules.
Pupils demonstrate this through their day-to-day interactions with one another. They have positive attitudes to learning. From Nursery Year onwards, children cooperate and take turns.
Pupils are polite and courteous. They listen well to each other. During breaktimes and lunchtimes, pupils play well together.'<...br/> Wellbeing champions' ensure that everyone has somebody to play with. This makes social times an enjoyable experience for all.
The school has high expectations for all pupils.
Pupils live up to them. Improvements made to the curriculum design support pupils to learn and remember the broad and balanced curriculum. Pupils work hard and are keen to learn.
Pupils know that they can influence change in their school. They are proud of the leadership roles they have, including on the school council and as sports leaders. Pupils develop their understanding of the world through the wide variety of visits and visitors, including a trip to Hampton Court and a local farm.
They learn about the importance of equality through their work with a local charity.
What does the school do well and what does it need to do better?
Published outcomes do not reflect the school's current quality of education. The school has designed an ambitious curriculum.
This begins in the early years, where children build knowledge across all areas of learning. This provides the secure foundation on which new knowledge builds. The school identifies pupils with special educational needs and/or disabilities (SEND) accurately.
Pupils have effective plans that outline small step targets and the support pupils should receive. This helps pupils with SEND to progress well through the curriculum.
The school has set out what it wants pupils to learn and by when.
In some subjects, pupils build their knowledge well over time. For example, younger children secure their understanding of number composition, which enables older pupils to apply this knowledge when converting mixed fractions. The focus on mathematical fluency supports pupils well to tackle more complex concepts.
However, in a few curriculum subjects, some pupils do not build their knowledge sequentially, and there are gaps in what they know and remember. This is because teachers do not routinely check that pupils have remembered what they have learned over time.
The school prioritises reading.
It ensures that staff receive the professional development they need to teach reading well. This begins in Nursery, where children learn to recognise rhyming words and sing songs. As soon as children begin in Reception, they learn to recognise letters and sounds.
Staff check regularly what pupils know and remember in phonics. They quickly identify pupils at risk of falling behind. These pupils receive additional support to keep up.
Older pupils develop their reading knowledge well. They can summarise a range of texts and describe how the author uses language for effect. Pupils enjoy reading a wide range of literature.
Reading ambassadors talk enthusiastically about their favourite authors and are proud of the reading 'nooks' around the school.
Pupils are attentive in class. This begins in the early years, where routines are well established.
Pupils are keen to make a positive contribution to their learning. Staff know pupils well. They provide support as necessary when pupils begin to struggle to manage their behaviour.
Pupils move around the school sensibly. This means pupils can learn without disruption in a calm and purposeful environment.
The school tracks attendance closely to check for patterns.
It knows the families well and provides a holistic approach to supporting families where attendance is a concern. This helps to improve attendance for those pupils.
The school's work to promote pupils' personal development is a strength.
Pupils develop a secure understanding of personal space. They know that relationships come in different forms and that each family is unique. Pupils celebrate differences.
They say that everyone is welcome at their school.
Pupils are well prepared for life in modern Britain. They understand a democratic process.
Pupils have many opportunities to develop their talents and interests. They enjoy the wide range of clubs offered, including netball, meditation and running clubs. Many pupils represent the school in a broad range of sporting events.
Pupils are particularly pleased when they achieve their 'golden mile' certificate.
Governors are knowledgeable about the school's strengths and weaknesses. They provide a balance of support and challenge to ensure that the school provides a high-quality education for all pupils.
Staff feel well supported in managing their workload and well-being. They are proud to work at this school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few curriculum subjects, some teachers do not check well enough if pupils secure previous knowledge into their long-term memory. As a result, some pupils have gaps in what they know and remember. The school needs to ensure that teachers have the expertise to assess accurately where pupils have gaps and address them promptly so that pupils develop the intended depth of knowledge and use it efficiently across the curriculum.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the first ungraded inspection since we judged the school to be good for overall effectiveness in July 2019.
