Welton Church of England Academy

Welton Church of England Academy

Address: Well Lane, Welton, Daventry, Northamptonshire, NN11 2JZ Unique reference number (URN): 138840

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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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Achievement Strong standard

Pupils achieve very well across the curriculum. Leaders ensure that pupils develop the knowledge needed for the next stage of their education. This includes children in the early years. Over time, published outcomes have been above the national averages by the end of key stage 2. Pupils consistently perform well in the phonics screening check and achieve above the national average in the multiplication tables check.

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Achievement Strong standard

Work in pupils’ books across subjects and year groups is of a very high standard. Pupils build highly successful foundations in reading, writing and mathematics. This supports learning across the wider curriculum. Pupils apply knowledge with confidence.

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Achievement Strong standard

Disadvantaged pupils and pupils with special educational needs and/or disabilities achieve highly from their starting points. These pupils benefit from the same high expectations as their peers. Pupils leave incredibly well prepared for secondary school.

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Attendance and behaviour Strong standard

Pupils love coming to school. Attendance is above the national average, and persistent absence is very low and reducing over time. Leaders respond quickly when attendance patterns change. They are prompt in identifying and following up any emerging signs of absence or lateness. Regular contact with families supports pupils to attend well, by removing any barriers to attendance. This includes support for disadvantaged pupils and pupils with special educational needs and/or disabilities.

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Attendance and behaviour Strong standard

Behaviour expectations are consistent across the school and reflect the school’s vision and values. Pupils understand and follow these expectations well. The school is calm and orderly. Pupils take part in daily reflection time, which helps them think about their learning and behaviour. Older pupils act as positive role models for younger pupils. Staff support pupils to develop effective self-regulation so that pupils can manage their own behaviour and stay focused on learning.

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Attendance and behaviour Strong standard

Pupils listen carefully and concentrate well in lessons. Relationships between pupils and adults are warm and respectful. Any incidents of unkind behaviour, discrimination or bullying, all of which are rare, are dealt with quickly and effectively. Pupils know that concerns are taken seriously and acted on promptly. This helps pupils to feel safe and to sustain a positive and inclusive environment for learning.

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Curriculum and teaching Strong standard

Leaders have created a high-quality curriculum that helps pupils build knowledge step by step. Careful curriculum design ensures that pupils in mixed-age classes confidently build their knowledge. Leaders have refined the mathematics curriculum so that pupils develop mathematical understanding securely. Pupils develop secure foundations in reading, writing and mathematics that prepare them well for learning across the curriculum. Staff teach phonics consistently well because leaders provide high-quality training and support. Pupils become confident early readers.

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Curriculum and teaching Strong standard

Teachers take every opportunity to develop pupils' language and vocabulary across the curriculum. They model language clearly, introduce ambitious vocabulary and give pupils regular opportunities to discuss their learning. Consequently, pupils become confident communicators and deepen their understanding across subjects.

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Curriculum and teaching Strong standard

Teachers check pupils' understanding throughout lessons and address misconceptions promptly. They adapt learning so that disadvantaged pupils and pupils with special educational needs and/or disabilities access the same ambitious curriculum.

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Curriculum and teaching Strong standard

Leaders regularly check the quality of teaching through visits to lessons and reviews of pupils' work. They use this information to maintain consistently high standards and identify where further support is needed. Regular professional development helps teachers to develop the expertise to teach every subject well. Partnerships with other schools strengthen subject knowledge and allow staff to share effective practice.

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Early years Strong standard

The early years is a calm, well-organised and nurturing part of the school. Children settle quickly and feel secure. Staff develop warm relationships, which help children feel confident, happy and ready to learn.

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Early years Strong standard

Leaders prioritise the early years and ensure that provision is carefully designed and well implemented. Learning is clearly sequenced so that children build knowledge over time. Staff are well trained and teach phonics very well. They are well supported through ongoing training.

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Early years Strong standard

Children's development of communication and language is prioritised. They learn new vocabulary through planned activities. This helps them to understand and use new words in context. Children's independent learning, including in the outdoor area, is carefully linked to topics and texts. Adults interact skilfully with children. They use questions and discussion to develop thinking and language. Children are curious, independent and enjoy learning across all areas.

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Early years Strong standard

Staff identify needs quickly and adapt activities to support children, including those who need extra help and those who learn quickly. Staff use assessment to track how well children are learning and share this information with parents and carers. Regular checks on learning support next steps. These checks ensure that children achieve highly and are very well prepared for Year 1.

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Inclusion Strong standard

Leaders foster a culture of high expectations for all pupils. Staff swiftly identify pupils’ needs and build a clear understanding of pupils' strengths and any barriers to their learning and welfare. Teachers skilfully adapt learning so that pupils can take part fully and stay engaged. Leaders systematically check this provision and make timely changes when needed.

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Inclusion Strong standard

The school uses additional funding to support disadvantaged pupils to take part fully in learning and wider opportunities. Leaders review the impact of this funding to make sure that it helps these pupils keep up and engage well in school life. Consequently, this funding consistently enhances these pupils' experiences in school.

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Inclusion Strong standard

Pupils with special educational needs and/or disabilities receive support that is carefully planned and reviewed. Staff work closely with families and external professionals to secure appropriate help. Pupils known to social care are supported through close communication between staff and families. Other pupils who face barriers to learning or wellbeing are well supported through tailored approaches so that they remain fully involved in school life.

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Inclusion Strong standard

Staff know pupils well and respond effectively to individual needs. All groups of pupils take part in learning and wider experiences, including trips, enrichment and leadership opportunities. They are included fully in school life.

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Leadership and governance Strong standard

Leaders know their school well. They have a clear and accurate understanding of the school’s strengths and priorities for improvement. They use a range of evidence to identify areas for development and take focused action. They maintain a constant drive for improvement, to ensure that the provision is the very best for each pupil. Consequently, decisions are taken in pupils' best interests.

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Leadership and governance Strong standard

Inclusion is a priority. Leaders understand the importance of supporting disadvantaged pupils and those with special educational needs and/or disabilities to achieve well. They are highly effective in this work.

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Leadership and governance Strong standard

Leaders ensure that effective collaboration takes place with other schools. This supports staff development and strengthens consistency across the school. Staff benefit from access to trust-wide training and subject networks. This has supported the development of expertise, including in phonics and mathematics. Pupils' learning benefits from this expertise. Staff describe a positive culture, where professional learning is valued and workload is considered carefully when changes are made.

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Leadership and governance Strong standard

Trustees and governors use a range of evidence to build a deep understanding of the school’s context and performance. Regular visits and discussions with pupils strengthen their understanding of provision in practice. This enables their support and challenge to be well informed and focused on the right priorities. Trustees and governors work effectively together, sharing information and insight to check the quality of education and ensure improvement work remains on track. Overall, governance is highly effective and supports continued school improvement while ensuring that statutory responsibilities are met.

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Personal development and wellbeing Strong standard

Leaders provide an extensive programme for personal development across the curriculum and wider experiences. The programme reflects the school’s Christian ethos. It is carefully planned from the early years onwards. Pupils’ personal development builds progressively over time. They are supported to develop character, resilience and responsibility.

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Personal development and wellbeing Strong standard

The personal, social, health and economic (PSHE) education curriculum and the relationships curriculum are well planned and shared with parents and carers. Pupils develop a secure understanding of relationships, health and safety, diversity, protected characteristics and fundamental British values. These themes are reinforced through PSHE, the wider curriculum and assemblies. Pupils reflect on their learning through structured reflection time. This supports them to ‘look in, look out and look beyond’, enabling them to think about how the themes affect themselves, those around them and wider community.

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Personal development and wellbeing Strong standard

Pupils develop a deep awareness of diversity and life in modern Britain through a deliberately enriched curriculum. Leaders ensure access to a wide range of texts and experiences reflecting different cultures and beliefs. Pupils learn about a range of faiths through religious education and themed celebrations, such as Holi and Chinese New Year. These develop pupils' respect, empathy and understanding of difference.

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Personal development and wellbeing Strong standard

A broad range of enrichment opportunities extends pupils’ experiences. Pupils take part in trust-wide events, including sporting opportunities. Provision is adapted for pupils with special educational needs and/or disabilities. All pupils can learn a musical instrument with specialist teaching. Participation is tracked so that all pupil groups, including disadvantaged pupils, benefit. Pupils take on leadership roles, such as house captains, which build confidence and responsibility.

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Personal development and wellbeing Strong standard

Pastoral support is effective. Staff know pupils well and respond quickly to concerns. The school uses external agencies, including the mental health support team, when appropriate. Pupils learn to resolve disagreements and work collaboratively. Pupils are polite, respectful and show care for others across the school community.

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

Pupils thrive in this welcoming primary school. The school's Christian vision and values create a calm, caring and respectful community, where everyone is encouraged to flourish. Pupils enjoy coming to school and feel a strong sense of belonging. They know that adults will listen and help if they have any worries. Pupils feel safe.

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

Pupils treat one another with kindness and respect. Clear routines and high expectations help pupils to behave well. Daily opportunities to ‘look in, look out and look beyond’ help pupils to reflect on their own actions, think about others and learn to regulate their behaviour. Pupils take responsibility for one another. Older pupils set a positive example for younger pupils through their actions and attitudes. Bullying is rare. Pupils know that adults will act quickly if any concerns arise.

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

Pupils enjoy learning and want to do their very best. They achieve highly across the curriculum and speak confidently about what they have learned. Pupils make links between new learning and what they already know. This helps them to remember more over time. Collective worship and regular reflection help pupils to understand the school's values. Pupils think carefully about faith, respect and difference. They grow in confidence and develop the character and resilience to look beyond themselves and to make a positive contribution to the wider world.

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

Pupils embrace the many opportunities that school life offers. They enjoy learning a musical instrument, performing in an opera and representing the school in sporting events beyond the school. Trips, visitors and wider experiences broaden pupils' understanding of the world beyond their local community. Pupils proudly take on leadership roles and value the chance to make a difference to school life. These opportunities build confidence, responsibility and teamwork. Pupils are proud of their school and of the part they play in its caring community.

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Next steps

Leaders and those responsible for governance should ensure that there are exceptionally high standards in the curriculum and teaching for all subjects, so that the school's work has a transformational impact on all pupils, particularly the most vulnerable.

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About this inspection

This school is part of David Ross Education 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), Simon Rose, and overseen by a board of trustees, chaired by David Ross.

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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 principal and other school leaders, pupils and parents and carers. They also spoke with representatives of the trust, including a representative of the CEO, and trustees during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. The last section 48 inspection was carried out in September 2017.

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About this inspection

The school currently uses no alternative provision.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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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.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 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 needs support 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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 72% 73% Close to average

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average

2022/23 (final) 76% 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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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2022/23 (final) 57% 59% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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

2022/23 (3 term) 5.3% 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

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 .

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Urgent improvement

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Urgent improvement

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

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