Wells Park School

Inspection of a school judged outstanding for overall effectiveness before September 2024: Wells Park School School Lane, Lambourne Road, Chigwell, Essex IG7 6NN

p.1

Outcome

Wells Park School has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The headteacher of this school is Matthew Surman. The school is part of The Beckmead Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Jonty Clark, and overseen by a board of trustees, chaired by Laurence Nesbitt.

p.1

What is it like to attend this school?

Wells Park school is a vibrant, aspirational school where pupils flourish. Pupils thrive in a nurturing and supportive environment. They engage enthusiastically in their learning as well as through their social interactions. Pupils are happy and feel safe and well cared for by staff. Staff are vigilant, approachable and well trained.

p.1

What is it like to attend this school?

Staff believe in the potential of every pupil and as such have high expectations for them. Pupils rise to these expectations. Their work reflects their pride and perseverance. Staff promote a love of learning across all subjects. Lessons are ambitious and thoughtfully planned. Staff adapt their support to ensure the needs of all pupils are met. Staff consistently encourage pupils to do their best. As a result, pupils achieve well from their starting points

p.1

What is it like to attend this school?

Behaviour is exemplary. Pupils are polite, focused and respectful, inside and outside of the classroom. Clear routines and consistent expectations foster a calm and purposeful atmosphere.

p.1

What is it like to attend this school?

Pupils enjoy a well-designed enrichment programme. This helps them experience the school’s values of love, joy, hope and belonging. First-hand experiences, such as taking care of the school farm animals, allow pupils to make connections with their learning in 7 and 8 May 2025

p.1

2

the curriculum. These also enable pupils to develop skills, such as responsibility, for later life.

p.2

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

The curriculum is well planned. It is ambitious and sets high expectations for all. The school’s ‘Ready - Steady - Go’ curriculum is designed to meet pupils’ needs at different stages of their development. The school expertly adapts the curriculum to meet pupils’ needs. Staff ensure pupils learn key knowledge securely. They use effective strategies to check for understanding, identify misconceptions and support progression. This informs the next steps in learning and ensures all pupils remain on track. Therefore, pupils have a good understanding of what they are learning and are confident to share this.

p.2

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

There is a strong focus on early reading. Pupils at the very early stages of learning to read receive regular, high-quality phonics lessons. Staff are well trained in the teaching of reading. If a pupil falls behind, they are quickly identified and given the support they need to keep up. As a result, pupils become confident, fluent readers.

p.2

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

The school places a strong emphasis on fostering a positive, respectful environment. Pupils conduct themselves well in lessons and around the school. They show courtesy to staff and their peers. The reward systems are well understood and consistently applied. As a result, disruption to learning is rare and dealt with quickly. Relationships between pupils and staff are warm and supportive. During lunchtimes, pupils engage in discussions while eating their lunch.

p.2

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

Attendance is positive. Pupils enjoy coming to school. Staff work with families and outside agencies to remove any barriers and support regular attendance.

p.2

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

The school offers many meaningful, engaging opportunities to support pupils’ personal development. Pupils develop their confidence. This is reflected as they learn to share their opinions during assemblies, clubs and classroom discussions. Pupils know their voice is valued and their ideas contribute to making their school a better place. Pupils learn about important values such as respect, empathy and fairness. This helps them make positive choices. Pupils start to understand the different cultures and beliefs of others. This helps to prepare pupils for life beyond school

p.2

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

Governors and trustees know the school well. Along with leaders, they are focused on making sure every pupil receives a high-quality inclusive education. Their decisions and priorities reflect this. Actions the school has put in place to drive improvement are thoroughly checked to ensure they are having the desired result.

p.2

Safeguarding

The arrangements for safeguarding are effective. 7 and 8 May 2025

p.2

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 outstanding for its overall effectiveness.

p.3

Background

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.

p.3

Background

This is the second ungraded inspection since we judged the predecessor school, Wells Park School, to be outstanding for overall effectiveness in June 2012.

p.3

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.3

Further information

You can search for published performance information about the school.

p.3

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 7 and 8 May 2025

p.3

School details

School category Academy special converter

p.4

School details

Date of previous inspection Not previously inspected

p.4

Information about this school

 Wells Park School converted to become an academy in June 2022. When its predecessor school, Wells Park School, was last inspected by Ofsted, it was judged to be outstanding for overall effectiveness.  The school is part of the Beckmead trust.  The school does not use any alternative provision.  The school caters for pupils with education, health and care plans. The school predominantly caters for pupils with social, emotion and mental health needs.  The trust is also responsible for the boarding provision at the school.

p.4

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 7 and 8 May 2025

p.4

5

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  During the inspection, the inspectors met with the headteacher and other senior leaders as well as members of the trust and the governing body, including the chair of governors and the chair of the trust.  The inspectors looked at curriculum documentation, held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The inspectors listened to pupils read to a familiar adult.  The inspectors considered the responses to Ofsted’s staff and pupil surveys. They also considered the responses to the online survey, Ofsted Parent View, including comments submitted via the free-text facility. The inspectors spoke to some parents.

p.5

5

 To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

p.5

Inspection team

Nerrissa Bear, lead inspector His Majesty’s Inspector

p.5

Inspection team

Sue Cox Ofsted Inspector 7 and 8 May 2025

p.5

6

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.6

6

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

6

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.6

6

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

6

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6