Wellington Community Primary School

Inspection of Wellington Community Primary School Alexandra Road, Aldershot, Hampshire GU11 1QJ

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Good Previous inspection grade Outstanding 1 and 2 July 2025

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What is it like to attend this school?

This a happy, welcoming and nurturing school. Pupils thrive here. From the start, in the early years, children settle swiftly into routines and learn well together. Pupils are kind, considerate and supportive of one another. The school’s values of ‘ambition, resilience and community’ permeate all aspects of its work. Pupils are highly committed to their learning, reflective, and keen to debate ideas.

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What is it like to attend this school?

The school’s curriculum is broad and includes a stimulating range of subjects. Staff have consistently high expectations of what pupils can achieve. Pupils with special educational needs and/or disabilities (SEND) receive highly effective support when they need it. Pupils achieve well across the curriculum.

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What is it like to attend this school?

Pupils benefit greatly from the extensive range of clubs and activities the school offers. For example, pupils visit Hampton Court Palace, which deepens their understanding of the history of the British monarchy. Pupils make active and tangible contributions to the life of the school. For example, they readily take up responsibilities such as playground leaders, school councillors, eco warriors and librarians. Older pupils are exemplary role models for their younger peers. They are very well prepared for starting secondary school.

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

The school is highly aspirational and has raised expectations for pupils’ achievement. Parents and carers are very positive about this change. The curriculum goes beyond the scope of what is expected nationally. The school has identified the knowledge that pupils will learn and ordered this logically. This builds from secure foundations in the early years, where children benefit from opportunities to develop their communication skills, language and knowledge of number. Previously, the curriculum was not as well organised as it is now. This means that there are occasional gaps in pupils’ knowledge. The school has ensured that teachers adapt learning skilfully and address these gaps, so that pupils can secure the knowledge they need, ready for the next stage of their education.

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

Teachers have good subject knowledge and explain ideas clearly. They address misconceptions before moving on in the curriculum. They ensure that pupils have helpful opportunities to discuss and reflect on what they are learning. Staff benefit from high- quality support to develop their expertise in the classroom. Where the school identifies that more support is needed for staff to meet the school’s high expectations, this is provided effectively. This leads to strong improvements in the teaching of the curriculum.

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

Reading is the bedrock of the school’s curriculum. Pupils learn to read confidently, starting with phonics in the Reception Year. Staff ensure that they check any misconceptions that pupils may have and address these swiftly. For the small number of pupils who struggle with phonics, the school provides prompt help, so that pupils are supported to develop reading fluency effectively. The school promotes a love of reading through library visits, competitions and events to celebrate books. Pupils talk animatedly about the books they read. They develop an appreciation of high-quality, diverse texts. 1 and 2 July 2025

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The school is swift to identify the needs of pupils with SEND. This information is shared with staff, who adapt activities and resources skilfully to meet pupils’ needs. Staff work closely with external professionals to ensure that support is well matched to promote pupils’ learning.

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The school has high expectations of pupils’ behaviour. Pupils are motivated and show persistence in the face of difficulty. They actively support the well-being of others. They attend school well and arrive on time for their learning. Staff ensure that any patterns of concern identified in relation to pupils’ attendance are responded to swiftly. They work closely with parents and external agencies to support pupils’ well-being.

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The school’s personal development programme for pupils is exceptional. This is strongly underpinned by the school’s motto, ‘make every minute meaningful’. Nothing is left to chance here. The school provides a rich range of activities to develop pupils’ talents and interests, as well as to develop their subject knowledge. High numbers of pupils participate in activities such as gardening, music, the arts and sport. The school promotes equality of opportunity and diversity effectively. Pupils appreciate and celebrate difference in the world.

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Governors aspire for pupils to achieve highly and become active, responsible citizens. They have a highly developed understanding of the school’s strengths and where improvements can be made. Governors ensure that their statutory duties are fulfilled effectively and robustly hold leaders to account for the school’s effectiveness.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Changes to the curriculum are not fully secured across all subjects and in the early years. This means that teachers need to continue to address occasional gaps in pupils’ knowledge from the previous curriculum. The school should continue to develop staff expertise so that pupils are supported to achieve well across the curriculum.

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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.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 1 and 2 July 2025

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Further information

You can search for published performance information about the school.

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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). 1 and 2 July 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 22 and 23 May 2024, under section 8 of the Education Act 2005

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Information about this school

 The school uses one unregistered alternative provision.  The school is part of Bold Futures Federation, with an infant school and a junior school. The schools have one shared governing body.

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Information about this inspection

Inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school. 1 and 2 July 2025

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 During the inspection, inspectors held meetings with the headteacher and other senior leaders. Inspectors met with governors and representatives from the local authority.  Inspectors visited a sample of lessons, spoke to a selection of pupils about their learning and looked at some of their work.  To evaluate the effectiveness of safeguarding, 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.  Inspectors gathered the views of pupils, parents and staff through discussions and responses to Ofsted’s online surveys.

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Inspection team

Russell Bennett, lead inspector His Majesty’s Inspector

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Inspection team

Andrew Foster Ofsted Inspector 1 and 2 July 2025

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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.

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