Wellesley Park Primary School

Wellesley Park Primary School

Address: Homefield, Wellington, Somerset, TA21 9AJ Unique reference number (URN): 139387

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Early years Strong standard

Leaders ensure that children get off to a flying start in early years. Staff immediately check on children's learning and emotional needs so they can meet these effectively. The learning environment is inclusive, purposeful and nurturing. Routines are embedded, enabling children to settle quickly, move independently between activities and sustain concentration. Staff model language effectively. They consistently emphasise vocabulary development, communication and interaction. This is particularly evident in children's play, when staff skilfully extend learning through questioning and dialogue.

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Early years Strong standard

The curriculum is well sequenced across Nursery and Reception. It focuses on personal, social and emotional development, language and early mathematics. Frequent indoor and outdoor opportunities develop children’s fine and gross motor skills. Children enjoy activities like writing, building, painting and storytelling. They practise their pencil and paintbrush control. Children develop independence early, for example through self-care routines and decision-making when playing.

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Early years Strong standard

Leaders prioritise early reading and staff teach it well. Children enjoy using their knowledge of the sounds letters make when reading and writing together. Staff make links between themes to strengthen children's learning. For example, a vet role-play area supports a 'familiar animals' theme. Staff check children's progress carefully. They adjust the curriculum and set up targeted teaching where needed. Children make strong progress from their starting points and are well prepared for the demands of Year 1.

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Achievement Expected standard

Over time, pupils generally reach the expected standards in reading, writing and mathematics. Pupils’ achievement in the end-of-Year 6 tests is broadly in line with national averages. Pupils make rapid progress in writing. A higher-than-average proportion achieve the highest writing standards. The achievement of pupils with special educational needs and/or disabilities is positive. They make progress across the curriculum from their starting points.

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Achievement Expected standard

Younger pupils learn the sounds letters make in structured phonics sessions. They learn to read well. Outcomes in the Year 1 phonics screening check are above the national average. Many pupils achieve securely across the wider curriculum. Their work shows a firm grasp of subject-specific knowledge, for example, why volcanoes erupt in geography, the role of plant stems and roots in science and how tempo can change in music. Pupils generally use their improving knowledge and skills in writing to complete high-quality work across a range of subjects.

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Attendance and behaviour Expected standard

Leaders have created an open, welcoming and inclusive culture. This means that pupils want to, and do, come to school regularly. Leaders celebrate regular attendance in weekly assemblies and through reward systems. They use personalised strategies to improve attendance and punctuality. Attendance has risen as a result of leaders' actions and is now above the national average. Leaders know families very well. They offer pupils and their families timely and impactful support. Individual adaptations for pupils who are disadvantaged and those with special educational needs and/or disabilities ensure they can attend regularly.

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Attendance and behaviour Expected standard

Pupils usually behave well. They listen carefully and treat others with respect. In lessons, they stay focused and apply themselves to their learning. Around school, pupils normally move sensibly and are well mannered. Occasionally, their self-control and positive behaviour lapses. Staff expect pupils to behave well and model for them how they should act. They promote positive behaviour approaches and follow up sensitively on any issues that arise. Incidents of bullying are rare and, when they do occur, they are dealt with swiftly. Pupils enjoy school and feel proud to be part of it. Their positive attitudes to learning play an important part in the culture and ethos of the school.

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Curriculum and teaching Expected standard

The curriculum is broad, ambitious and clearly structured. Leaders have given careful thought to how learning builds key knowledge and vocabulary across subjects. The core subjects of English and mathematics are prioritised, with a focus on reading, writing and language development as foundations for learning across the curriculum. Leaders have ensured the curriculum reflects the school’s values and provides pupils with a wide range of academic, cultural and personal development opportunities.

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Curriculum and teaching Expected standard

Teaching is generally effective. Teachers explain learning carefully, model tasks clearly and break learning down into manageable steps. Typically, teachers use these strategies well. Sometimes, teachers' expectations, such as accurate letter formation, are not consistently high across the curriculum.

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Curriculum and teaching Expected standard

Pupils with special educational needs and/or disabilities learn the same curriculum as their peers. Teachers check pupils' progress and make adaptations as needed, so most pupils can succeed. Pupils' work shows they learn a broad range of content across subjects. However, in the wider curriculum, teachers' checks on pupils' learning are less effective. Teachers do not routinely use the information they gather to deepen pupils’ knowledge.

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Curriculum and teaching Expected standard

The teaching of early reading creates firm foundations for future success. However, the curriculum and teaching of reading at key stage 2 are less well structured. Consequently, some pupils, including disadvantaged pupils, continue to have gaps in their reading knowledge.

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Inclusion Expected standard

Staff know their pupils well. They identify pupils’ needs carefully and work with external partners to support them. For example, leaders work effectively with the local authority to support pupils known, or previously known, to social care. They support families and together plan the ‘pupil passports’. These outline any help pupils might require, including for their pastoral, academic or health needs. This joined-up approach enables many pupils to attend school regularly, feel safe and engage in learning successfully.

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Inclusion Expected standard

In classes, teachers make helpful changes so pupils with special educational needs and/or disabilities have their barriers to learning reduced. Typically, teachers use a variety of approaches effectively, such as speech and language help, pre-teaching and visual tools to support learning. Staff are skilled at delivering targeted support. They generally ensure that pupils' learning progresses as expected.

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Inclusion Expected standard

Leaders are ambitious for all pupils. They plan their use of extra funding strategically to support disadvantaged pupils. This supports some disadvantaged pupils to close the attainment gap between them and their peers. However, leaders' actions have not made a sustained, positive difference to this group of pupils.

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Leadership and governance Expected standard

Leaders are ambitious and have high expectations for all pupils. The school's motto, ‘Belief in every child’ informs their decisions. They are reflective and values-driven. Leaders form positive relationships with parents and carers, and work effectively with external professionals. Improvements in attendance, behaviour and outcomes confirm that leaders are making a positive difference.

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Leadership and governance Expected standard

Leaders' plan for improvement places curriculum, teaching and inclusion at the heart of the school’s work. Staff training is tailored to meet key priorities, with an emphasis on high- quality teaching. Leaders review the impact of their actions regularly. They adapt provision in response to what they find, using a variety of information such as pupil voice, attendance trends and achievement data.

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Leadership and governance Expected standard

Those responsible for governance fulfil their statutory duties, for example by overseeing safeguarding and equality procedures. Local governors have a detailed understanding of the school's work. They use this to provide appropriate support and challenge to leaders. There are clear procedures for liaison between local governors and trustees, whose oversight of the school is secure.

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Leadership and governance Expected standard

Trust leaders' support is meaningful and detailed. They assist leaders in identifying aspects to improve across a range of areas, for example safeguarding, curriculum and teaching, and inclusion. The trust provides useful opportunities for staff development, networking, career pathways and peer support. Staff are encouraged to take responsibility for developing their skills and expertise under the guidance of school leaders and the trust. Leaders pay close attention to staff wellbeing and workload.

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Personal development and wellbeing Expected standard

The programme for personal development and wellbeing is given clear priority. Leaders ensure it is closely aligned with the school’s values and ethos. Effective teaching of the personal, social and health education (PSHE) curriculum develops pupils' knowledge of positive relationships and diversity. Pupils learn about looking after their mental health. They understand the risks they might face in their daily activities, including online.

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Personal development and wellbeing Expected standard

Assemblies, enrichment activities and other subjects supplement the PSHE curriculum. For example, in assemblies, pupils learn about democracy, fairness and making good choices. These activities help pupils to challenge stereotypes and show respect. Some aspects of pupils' learning vary, for example their deep understanding of different faiths, cultures and healthy lifestyle choices.

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Personal development and wellbeing Expected standard

Pupils experience a wide range of opportunities that develop their personal interests and support their academic learning. Leaders plan trips thoughtfully to enhance pupils’ educational experiences. For example, pupils debate historical matters relating to the question of cultural heritage following a museum visit to see the Benin Bronzes in London.

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Personal development and wellbeing Expected standard

Leaders have established systems to track pupils' participation in the wider opportunities they offer. They take proactive steps to remove barriers for disadvantaged pupils. Typically, around half of all pupils take up the enrichment activities provided by the school.

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Personal development and wellbeing Expected standard

The promotion of character, independence and confidence is well embedded. Pupils take on jobs such as librarians, sports leaders and house captains. These help them learn leadership skills such as responsibility.

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Personal development and wellbeing Expected standard

Pupils feel safe. They know their views are valued and that they are listened to. Pupils know how to seek help and can explain clearly how staff support them. Staff provide sensitive pastoral support to pupils who need extra care. This helps all to engage confidently in school life.

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What it's like to be a pupil at this school

Wellesley Park is an effective and improving school. Pupils feel welcomed, known and supported from the moment they arrive. Staff greet them warmly at the door each morning and help them settle quickly into the day. If mornings are difficult for any pupil, staff notice, respond sensitively and offer encouragement. Therefore, pupils start the day ready to learn.

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What it's like to be a pupil at this school

Across the school, behaviour in classes is calm and settled. Learning is rarely interrupted. Pupils listen carefully, concentrate on their work and support one another. They know what is expected of them. Teachers explain content carefully and show pupils what good work looks like. Whether pupils are learning to write fluently, solving mathematical problems or completing scientific experiments, staff break down learning to make it achievable and enjoyable. If pupils need extra help because learning is hard, they are new to the school or things are difficult personally, support is provided to reduce these barriers and help them stay on track. Pupils generally achieve the standards expected of them by the time they leave the school. Writing is a strength. Teachers show pupils how authors use language and text structures. They show pupils how to improve sentences, choose words carefully and write to have a

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What it's like to be a pupil at this school

specific effect on the reader. However, for older pupils the curriculum and teaching of reading is less well developed.

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What it's like to be a pupil at this school

Playtimes and lunchtimes are safe, sociable and active. Pupils take part in a range of activities, including sports games, personal hobbies or reading quietly. Pupils feel safe and comfortable being themselves, whether they prefer being active or choosing quieter activities. Bullying is rare. Occasionally, their behaviour falters when waiting to have their lunch.

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What it's like to be a pupil at this school

Most pupils enjoy coming to school and attend regularly. Leaders are ambitious that all pupils will succeed personally and academically so they are well prepared for life in modern Britain.

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Next steps

Leaders should continue to ensure that disadvantaged pupils receive the support they need to achieve as highly as possible across the curriculum. Leaders should ensure teachers' checks on learning are used effectively so that pupils develop a detailed knowledge and understanding of what they are taught in the wider curriculum. Leaders should ensure that key stage 2 pupils are consistently well supported to develop greater expertise in their reading, so they are able to apply this knowledge effectively across different subjects.

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About this inspection

This school is part of Blackdown Education Partnership Multi Academy 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), Lorraine Heath, and overseen by a board of directors, chaired by Veronica Lloyd Richards.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, senior leaders, the special educational needs and disabilities coordinator and a group of staff during the inspection. The lead inspector held a discussion with the CEO, trust director of education, members of the trust board and local hub board.

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About this inspection

The inspectors confirmed the following information about the school:

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Team inspectors:

Jyotsna Paranjape, Ofsted Inspector Tom Page, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England. The school does not use any alternative provision.

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What does this mean?

Headteacher: Carly Wilkins National average: 300

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 59% 62% Close to average

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average

2023/24 (final) 54% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 73% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 72% 72% Close to average

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average

2023/24 (final) 77% 72% Close to average

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average

2022/23 (final) 65% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 72% 74% Close to average

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average

2023/24 (final) 67% 73% Close to average

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average

2022/23 (final) 71% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 50% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 64% 59% Close to average

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average

2023/24 (final) 64% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 64% 61% Close to average

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average

2023/24 (final) 57% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2023/24 (3 term) 5.0% 5.5% Close to average

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national average

2022/23 (3 term) 5.6% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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