Wayfield Primary School

Wayfield Primary School

Address: Wayfield Road, Chatham, Kent, ME5 0HH Unique reference number (URN): 143909

p.1

Monitoring inspection: 16 June 2026

Urgent improvement This school had a full inspection on 4 December 2025 . We graded some areas as 'urgent improvement' and 'needs attention' from the full inspection. We carried out a monitoring inspection on 16 June 2026.

p.1

Monitoring inspection: 16 June 2026

Inspectors only considered the areas marked as updated. Inspectors focused on the following areas: Attendance and behaviour, Leadership and governance. To find out more read our monitoring inspection guidance.

p.1

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.

p.2

How we evaluate safeguarding

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

p.2

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.

p.2

This school requires special measures

His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to provide an acceptable standard of education, and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

p.2

Early years Needs attention

The school's early years curriculum is designed to build children's knowledge and skills and successfully prepare them for their next educational steps. However, teachers do not routinely make sure that what children already know is taken into account and built on. This is particularly the case in terms of children's language and communication. Staff do not have a sharp focus on the development of children's phonics learning and vocabulary. They recognise this issue and have recently started work to improve the quality of verbal interactions and the way in which staff promote rich and grammatically correct language. However, this means that children in the Reception Year are not fully prepared for Year 1.

p.2

Early years Needs attention

Children are happy and settled in the school's early years. They benefit from the welcoming environment and develop positive relationships with the kind staff. A reading culture is promoted through regular sharing of books. Children enjoy listening to stories and show excitement about events and characters' actions.

p.2

Early years Needs attention

The provision for 2- and 3-year olds in the Nursery Year is appropriate and includes support for children's wellbeing and welfare. Families receive appropriate information when their children join the school, which allows them to understand routines and expectations. They

p.2

Urgent improvement

are invited to share their children's strengths and interests so that staff get to know them and can identify any area of need quickly.

p.3

Personal development and wellbeing Needs attention

Pupils generally benefit from the school's personal development programme. However, leaders do not review the impact of the school's programme on pupils' personal development and wellbeing. They do not evaluate how well the programme supports disadvantaged pupils.

p.3

Personal development and wellbeing Needs attention

Pupils understand some of the fundamental British values, such as the concept of democracy. They know that this process allows them to have a voice in school. Pupils show pride in their elected leadership roles, such as kindness ambassadors and members of the school council. They carry out their duties with care.

p.3

Personal development and wellbeing Needs attention

Pupils are welcoming to all, including visitors to the school. They are accepting of difference and value the diversity within their school population. Pupils benefit from age-appropriate relationships education and understand the concept of consent. They know the risks associated with using the internet and how to stay safe when online.

p.3

Personal development and wellbeing Needs attention

The school offers a range of trips and extra-curricular activities. Pupils enjoy trips to a dockyard and look forward to their residential trip in Year 6. However, leaders do not have oversight of pupils' participation with this whole wider offer and experiences. This does not allow them to identify why pupils may not attend and support them to do so. This means that some pupils are not able to take part in, and benefit from, the school's wider offer to enhance their learning and promote their talents.

p.3

Achievement Urgent improvement

Pupils do not achieve well. This is reflected in the published data at the end of key stage 2. The attainment of Year 6 pupils in reading, writing and mathematics has been below average for a number of years. The academic outcomes for disadvantaged pupils and those with special educational needs and/or disabilities have worsened over time.

p.3

Achievement Urgent improvement

Pupils' work across the curriculum shows that they are not prepared for their next steps. They do not accumulate the knowledge and skills that they should. Errors and misconceptions are not noticed and addressed. Pupils do not receive the feedback that they need to help them overcome misconceptions or gaps in their learning.

p.3

Achievement Urgent improvement

Pupils do not acquire the foundational knowledge that they need in reading, writing and mathematics. They have a weak understanding of phonics and struggle to read and write with increasing fluency and accuracy. Many pupils struggle to read the texts they encounter across the curriculum. Pupils' writing is grammatically weak and poorly punctuated. They do not receive the feedback they need to make improvements. Leaders' evaluation of pupils' achievement is inaccurate and is not used to shape appropriate support or identify improvement priorities.

p.3

Attendance and behaviour Updated Urgent improvement

Although overall attendance rates are starting to show signs of improvement, they remain low. Recent action taken by leaders to work with identified families to encourage regular attendance is starting to make a difference. However, too many pupils still do not attend school regularly enough, especially pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. The previous inspection identified that leaders needed to analyse absence patterns to target improvement strategies. Leaders have more to do to address this important next step.

p.4

Attendance and behaviour Updated Urgent improvement

Leaders have acted swiftly and effectively to achieve a marked improvement in pupils' behaviour. They have raised expectations of both pupils' behaviour and its management. Senior leaders have taken a leading role in managing behaviour, which has been appreciated by staff. This includes overseeing the school's new 'reflection room', where pupils spend time reflecting on inappropriate behaviour. Pupils, staff and leaders are unanimous about the improvements made. Leaders have reset the culture around physical intervention. This option is now rarely and appropriately used as a last resort. The school is more successful than it was in the past at making sensitive adaptations, for example, to meet the sensory needs of pupils with SEND.

p.4

Attendance and behaviour Updated Urgent improvement

On the whole, most classrooms are calm and focused. When pupils do lose concentration, in most classes, this no longer routinely disrupts others. Pupils generally move sensibly around the school. Outdoors, play is slightly boisterous at times but mostly appropriate. However, resolving friendship issues between pupils, and overseeing the reflection room, still takes a considerable amount of leaders' time. Leaders have not analysed patterns of lower-level incidents, or the use of the reflection room, to check the effectiveness of their actions and promote further improvement.

p.4

Curriculum and teaching Urgent improvement

The school has an appropriate curriculum in place. In most subjects, the curriculum has been recently reviewed to ensure that subject content is sequenced meaningfully. However, leaders do not have enough understanding about how well the curriculum is implemented. They do not ensure that the quality of teaching is effective. Necessary improvements have not been identified or acted on as a matter of urgency.

p.4

Curriculum and teaching Urgent improvement

Pupils do not receive the teaching that they need to secure their foundational knowledge in reading, writing and mathematics. The school does not prioritise the teaching of reading. Staff do not have the necessary knowledge and skills to help pupils become fluent and accurate readers. The teaching of phonics is too variable. Pupils who need additional help with their reading do not receive it in a targeted way that helps them to catch up.

p.4

Curriculum and teaching Urgent improvement

Some teachers lack the subject knowledge that they need to teach the curriculum or to adapt learning to meet pupils' needs. Disadvantaged pupils, and those with special educational needs and/or disabilities, do not receive the support and adaptations they need to be able to learn and access the full curriculum.

p.4

Inclusion Urgent improvement

Leaders' inclusion procedures lack rigour and oversight. There has been some recent work to improve the processes to accurately identify pupils' needs and the barriers to their learning. However, this work is in its infancy and is not understood well by all teaching staff. Leaders' approach to inclusion does not ensure that pupils have access to the full curriculum and receive the support that they need to achieve its aims. Teachers do not have the knowledge and skills to be able to make appropriate adaptations to their teaching to meet pupils' needs.

p.5

Inclusion Urgent improvement

Some pupils with special educational needs and/or disabilities (SEND) receive appropriate extra support through targeted strategies. This includes help to develop their language and communication skills. However, this support is not systematically embedded across the curriculum, nor is it accessible for all pupils who need it. In lessons, pupils do not have appropriate resources or adult help to enable them to build on what they have gained during the targeted support sessions. Leaders' evaluation of the impact of their support strategies is weak. It does not lead to purposeful staff training and development.

p.5

Inclusion Urgent improvement

At times, pupils with SEND are not included in the whole class teaching sessions. They are not offered the support that they need to make progress through the curriculum and achieve well.

p.5

Inclusion Urgent improvement

There is a lack of oversight about how well disadvantaged pupils benefit from the pupil premium funding. Leaders do not ensure that the whole school strategy is shared with teaching staff. The processes for review and reflection on the strategy is minimal and does not allow leaders to accurately evaluate the impact of their actions.

p.5

Leadership and governance Updated Urgent improvement

Leaders’ actions have begun to lead to improvements. These improvements are most evident in safeguarding and behaviour, which leaders rightly prioritised. The school is making the progress that it should towards the category of concern being removed. Leaders acknowledge that some of the changes they have made are still very new and that there remains much to do. It is too soon to see a sustained impact of leaders' work. Significant elements of the school's work still require urgent improvement.

p.5

Leadership and governance Updated Urgent improvement

Leaders acted decisively following the previous inspection. Although, the 'headteacher' role has been fulfilled by a combination of different people, the school has incrementally improved during this period. Pupils’ daily experiences of school are notably better than they were. Staff are generally much more positive, although some remain understandably tentative in these relatively early days of change. Overall, they feel more listened to and heard than they did in the past. Some parents and carers warmly praised the improving picture in recent months but, overall, their views about the school remain mixed. The trust has taken effective steps to increase the level of challenge and support offered to local governors and the school. Governors are much better informed than they were previously about the school's strengths and weaknesses. Since January, school leaders have welcomed governor visits and shared relevant information more openly. However,

p.5

Leadership and governance Updated Urgent improvement

while inspection evidence backs up leaders' assertions about improvements in some areas, leaders do not routinely analyse available statistical information that would help evidence this. Consequently, leaders are not as insightful as they should be about the impact of strategies in order to promote and sustain further improvements.

p.6

Monitoring inspection : 16 June 2026

Pupils' daily experiences of school have much improved. They now feel safe in school and are generally much happier. The school's atmosphere is calmer. Pupils typically show respect to staff and each other. Their learning is far less frequently disrupted by the poor behaviour of others. Pupils are more confident that their peers usually try to make the right choices and that staff will handle it well when they do not. They are learning more about how to get on well with others. Most pupils are confident that staff will help them sort out any friendship issues and tackle any bullying. While some parents and carers recognise the recently improving picture, parents' views of the school remain mixed.

p.6

Full inspection : 4 December 2025

The school's safeguarding procedures are not effective in keeping pupils safe. Pupils' learning is frequently disrupted by the poor behaviour of others. Pupils do not routinely show respect to each other, the staff or school resources. Leaders' and staff's expectations for pupils' behaviour are inconsistent. There are too many occurrences where staff physically intervene when managing pupils' behaviour. They do not have the training and skills to do this safely. Pupils do not worry about bullying. However, some pupils do not feel safe. They are upset about the way some pupils behave and how staff respond to such incidents.

p.6

Full inspection : 4 December 2025

Pupils do not receive an acceptable standard of education. For too long, the attainment of Year 6 pupils in reading, writing and mathematics has been below the national average. Across the rest of the school, many pupils have significant gaps in their learning. They do not accumulate the knowledge and skills that they need to be successful. This means that pupils are not prepared for their next educational steps and life in modern Britain. Leaders have not acted with urgency to address this situation. Deficiencies in the design and delivery of the curriculum remain.

p.6

Full inspection : 4 December 2025

Disadvantaged pupils and those with special educational needs and/or disabilities do not receive the support that they need to overcome barriers to their academic achievement. Their learning and wellbeing needs are not identified accurately or shared well enough with staff. Leaders do not ensure that disadvantaged pupils access and benefit from the school's wider opportunities, such as extra-curricular clubs.

p.6

Full inspection : 4 December 2025

Leaders continue to build relationships with families and the wider community and to promote the importance of attending school. Even so, some pupils do not attend school regularly and this affects their learning and inclusion in the school's wider opportunities. Pupils, parents and carers are greeted warmly by school staff as they enter the school site. However, a significant proportion of parents expressed dissatisfaction with the communication that they receive from the school.

p.6

Next steps Updated

Leaders should build on the improvements made to safeguarding arrangements, embedding accurate and reliable record keeping, particularly regarding the actions taken in response to any concern or incident. Leaders should ensure that they evaluate the quality of teaching to identify where improvement is needed, and then provide staff with suitable support to help them gain the subject knowledge and teaching skills that they need to deliver the curriculum well so that pupils achieve well. Leaders and those responsible for governance should ensure that evaluation of the school's strengths and areas for improvement is evidenced by accurate information and robust analysis. Leaders should ensure that the learning and wellbeing needs of disadvantaged pupils and those with special educational needs and/or disabilities are identified accurately and that these pupils receive the support they need to thrive and succeed.

p.7

Next steps Updated

Leaders should check pupils' attendance with more rigour so that patterns and themes are identified, leading to appropriate support to reduce the barriers to regular school attendance. Leaders should ensure that staff have the knowledge and skills that they need to teach pupils to read. Leaders should ensure that children in the early years are supported with their language and communication through staff engaging them in high-quality interactions. Leaders and those responsible for governance should check and evaluate the use of pupil premium funding to ensure that it benefits disadvantaged pupils. Leaders should sustain and build on improvements to pupils' behaviour so that they are consistently evident across the school, including at social times.

p.7

About this inspection

The inspectors conducted this monitoring inspection under section 8(2) of the Education Act 2005. It was carried out to evaluate the progress leaders have made in improving the evaluation area(s) graded as ‘Urgent improvement’ and ‘Needs attention’ at the previous full inspection.

p.7

About this inspection

This was the first monitoring inspection since the school was judged to require special measures following the full inspection that took place in December 2025.

p.7

About this inspection

The purpose of this monitoring inspection was to identify and report on the school’s progress in addressing the priorities for improvement set out in the report card from the full inspection.

p.7

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.

p.8

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 4 December 2025

p.8

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.

p.8

What does this mean?

Inspectors may change a grade for one or more evaluation area determined at the full inspection based on evidence gathered during the monitoring inspection.

p.8

What does this mean?

The headteacher at the time of the previous inspection no longer works at the school. The new substantive headteacher took up post in April 2026. Between January and April, 2 leaders from within The Primary First Trust led the school as interim co-headteachers.

p.8

What does this mean?

Headteacher: Wayne Clayton The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.8

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.9

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.

p.9

What does this mean?

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

p.9

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.

p.10

What does this mean?

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

p.10

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.

p.10

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.10

average

2022/23 (final) 74% 73% Close to average

p.10

Pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

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

p.11

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.11

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.

p.11

mathematics

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

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.12

average

2024/25 (revised) 59% 63% Close to average

p.12

average

2023/24 (final) 52% 62% Close to average

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.13

mathematics

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

p.13

Disadvantaged pupils reaching the expected standard in reading

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

p.13

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.

p.14

Disadvantaged pupils reaching the expected standard in mathematics

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

p.14

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.

p.15

Persistent absence

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

p.15

Exceptional

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

p.15

Strong standard

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

p.15

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.

p.16

Needs attention

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

p.16

Urgent improvement

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

p.16

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.

p.16

Urgent improvement

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.16

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 .

p.16

Urgent improvement

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

p.16

Urgent improvement

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

p.16