Walton Primary AcademyOfsted report card, 22 Sept 2026

Walton Primary Academy

Address: The Grove, Walton, Wakefield, West Yorkshire, WF2 6LD Unique reference number (URN): 141282

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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 Expected standard

Pupils, including disadvantaged pupils, generally achieve well in national tests and are prepared for their next stage of education. Pupils typically gain the important knowledge and skills they need in communication, reading, writing and mathematics. Leaders ensure that from the early years, children develop appropriate phonics knowledge and develop correct pencil grip and letter formation. Pupils learn to read and write with increasing maturity as they move up the school.

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Achievement Expected standard

Leaders recognise that pupils, including those who are disadvantaged, are capable of achieving more ambitious outcomes. While pupils achieve highly in some national measures such as the Year 4 multiplication check and in writing at the end of Year 6, pupils do not achieve as highly in subjects such as mathematics. Leaders have revised the curriculum and made changes to teaching to address this. Current pupils are learning this curriculum as intended. This enables pupils to build knowledge and skills across the curriculum.

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Attendance and behaviour Expected standard

Pupils enjoy school. Overall attendance has remained above national averages for several years. Leaders take care to understand the reasons for absence and promote the importance of regular attendance. They work with families and external professionals when necessary to provide sensitive and purposeful support when pupils struggle to attend. Staff help to ease pupils’ anxiety by starting each day with a warm greeting. Pupils enjoy their mindful activities and filling in their journals when they arrive in class each morning. These activities help pupils to feel relaxed, express their feelings and make a settled start to the school day.

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Attendance and behaviour Expected standard

There are high expectations for pupils’ behaviour. Pupils typically rise to these expectations and conduct themselves well around the school. They embody the school’s rules of ‘ready, respectful and safe’. The school is a calm, nurturing environment which supports pupils’ positive attitudes to learning. Caring relationships are at the heart of the school’s approach. Pupils learn to follow established routines and be considerate of others. Leaders analyse patterns of behaviour closely. They act promptly and effectively to address bullying or discrimination. They provide appropriate and effective support to pupils who need extra support to manage their emotions and behaviour.

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Curriculum and teaching Expected standard

Leaders have revised the curriculum to ensure that it builds pupils' knowledge progressively from the early years. Pupils enjoy learning a broad range of subjects. They take part in themed projects which provide them with engaging learning experiences. These help pupils to make purposeful connections across the curriculum. Pupils build important knowledge and skills, including in reading, writing and mathematics. They develop essential life skills and establish secure foundations for further learning. Leaders have an accurate understanding of the effectiveness of the curriculum and teaching. They track pupils’ progress though the curriculum and identify pertinent improvements to strengthen teaching and support pupils’ learning. For example, changes to the teaching of mathematics and handwriting are having an increasingly positive impact and helping to raise staff aspirations for what pupils can achieve.

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Curriculum and teaching Expected standard

Staff receive high-quality support and training to teach the curriculum well. Teachers provide extra support to pupils who need help to address gaps and barriers to their learning. However, at times the effectiveness of teaching is inconsistent. Where teaching is less effective, pupils find it difficult to recall and explain their learning. Some pupils are not moved on to new learning quickly enough. Leaders have identified these issues and are taking appropriate action to support improvements.

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Early years Expected standard

Leaders understand the importance of the early years. Children benefit from learning in a stimulating, well-resourced environment. The curriculum supports children to build their knowledge and skills from the Nursery Year through to the end of the Reception Year. Staff get to know children and families well before they start school. They work closely with parents and carers to ensure provision meets children's individual needs. Staff tailor teaching and support to address gaps in children’s learning. They help children to build and expand on what they already know. Staff identify and meet the needs of disadvantaged children and children with special educational needs and/or disabilities effectively. These children receive timely and targeted support when needed.

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Early years Expected standard

Staff focus on children’s language development, supporting them to learn rhymes, sing songs and enjoy a wide variety of texts. Children build phonics knowledge and develop essential foundations in writing and mathematics. However, sometimes teaching approaches vary in effectiveness.

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Early years Expected standard

Leaders ensure that the necessary arrangements are in place to keep children safe such as for safe eating, sleeping and intimate care. Children behave well and follow routines because staff foster resilience and friendships. They promote children's social and emotional development. Children make secure progress from their starting points. Most achieve well across all areas of learning by the end of the Reception Year and are well prepared for Year 1.

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Inclusion Expected standard

Leaders actively promote an inclusive culture. They have implemented effective systems and procedures to identify pupils' needs and barriers to their learning or wellbeing. Staff are quick to recognise where pupils, including in the early years, need additional help and support. Staff receive suitable training to provide carefully crafted support for pupils when needed. This helps them to meet pupils' emerging or changing needs successfully. Leaders work closely with parents and carers and external professionals to ensure that pupils receive purposeful support to access learning and take a full and active role in school life.

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Inclusion Expected standard

Leaders design meaningful personalised support for pupils with special educational needs and/or disabilities, including those with an education, health and care plan. Pupils' 'My Plans' contain detailed information to help staff meet pupils’ individual needs effectively. Leaders measure the impact of support for pupils with precision. They make sure that interventions have clear success criteria and extra adult help and resources make a positive difference for pupils. They make timely changes, when necessary, such as adapting teaching or utilising additional resources so that pupils can access the curriculum and learn successfully.

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Inclusion Expected standard

Leaders use the pupil premium funding effectively to provide disadvantaged pupils with the right support. They ensure that these pupils attend well, learn alongside their peers and can participate in the school's wider enrichment opportunities.

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Leadership and governance Expected standard

Since the last inspection, there have been significant changes in leadership of the school. Leaders are skilled and proactive. Along with the multi-academy trust, they work effectively to bring about positive changes to the school where needed. For example, improvements to curriculum and teaching and provision for pupils with special educational needs and/or disabilities (SEND) are having a highly positive impact. Leaders, governors and trustees identify and support continuous improvement across the school effectively. They have a clear strategic vision, grounded in an accurate understanding of the school’s strengths and areas for development.

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Leadership and governance Expected standard

Governance is secure. Trustees and governors are knowledgeable. They ensure that decisions are well informed, resources are used efficiently and leaders are challenged and supported effectively. Trustees and governors know the school community well. They work collaboratively with leaders, parents and carers to ensure that pupils have equal opportunities, are well cared for and kept safe. Together, they are raising expectations for pupils' personal and academic achievement.

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Leadership and governance Expected standard

Staff feel valued and are actively involved in shaping the school’s direction. Professional development for staff is purposeful and evidence-informed. It contributes directly to the continued improvement of teaching and leadership. Leaders promote a positive culture that prioritises staff welfare and considers their workload. Staff value the opportunities they have to gain additional qualifications and advance their careers. Leaders ensure these opportunities enhance the school's provision and support positive outcomes for pupils. They act decisively and in the best interests of all pupils, ensuring that the needs of those who are disadvantaged, have SEND, or face other barriers are effectively met.

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Personal development and wellbeing Expected standard

Leaders have deliberately aligned the school's personal, social and health education curriculum with the school’s context. Pupils develop the skills they need to live healthy, safe and happy lives. It supports pupils to gain an understanding of fundamental British values, diversity and the importance of tolerance and respect towards others. Pupils learn how to keep themselves safe, including online and learning about substance misuse. They develop strategies to express and understand their emotions and manage them independently. They learn age-appropriate relationships and sex education and health education and understand the importance of positive physical and mental 'fitness'. Pupils show respect for different cultures and beliefs. They enjoy learning from a variety of visitors to school and participating in whole-school and class events which bring learning to life. Pupils benefit from a range of enrichment opportunities which enhance the curriculum and

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Personal development and wellbeing Expected standard

broaden their experiences. The school now provides various after-school clubs and activities, including sports, art and craft and singing. Pupils enjoy learning to play musical instruments and taking part in musical performances, art exhibitions and outdoor residential activities. Pupils help to design the school’s personal development programme. For example, leaders have recently responded to pupils’ requests for more opportunities for competitive sports, with events planned in different sports throughout the coming year. Leaders track carefully the pupils who participate in the school’s clubs, trips and activities. They make sure these opportunities are accessible to all.

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Personal development and wellbeing Expected standard

Pupils and families receive highly effective pastoral support when needed. This is shaped by the school’s aspiration for all pupils to have an entitlement to 'live their lives well'. From the early years, pupils are encouraged to be confident, resilient and achieve success. Leaders check pupils' progress through the personal development programme and the impact of the wider enrichment offer, to ensure that pupils are well prepared for their next steps.

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

Walton Primary Academy is at the heart of its local community. Pupils benefit from the school's warm and nurturing environment. They are enthusiastic learners and thrive because staff know them well. Leaders promote inclusion and ambition for all. They provide tailored support to pupils who may need extra help to participate fully in school life. Staff help pupils to be 'courageous in the face of challenge, curious about the world around them' and 'truthful and kind' towards others.

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

Pupils behave well and show courtesy towards staff and their friends. They know they can discuss their worries with staff and trust them to act promptly to address incidents of poor behaviour or bully effectively. Pupils enjoy coming to school and have high attendance. At social times, they play happily together, making the most of the school's extensive grounds.

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

Children in the early years make a positive start to school because staff plan children's transition into school well in advance, and with sensitivity. This is highly effective in helping children to develop confidence and build lasting friendships. From the moment children join the school, staff work with parents and carers to identify and remove any barriers to children's wellbeing or learning. Across the school, leaders place high priority on staff establishing meaningful and trusting relationships with pupils. The school's particular focus on supporting pupils' social, emotional and mental 'fitness' is increasingly effective in helping pupils to recognise how they are feeling and why. Pupils learn strategies that help them to feel safe and communicate how they feel.

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

Pupils achieve broadly positive outcomes and are prepared for their next stages and life beyond school. Nevertheless, leaders are absolutely committed to raising standards further to ensure all pupils fulfil their potential.

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Next steps

Leaders should ensure that teaching is consistently high-quality so that pupils learn and retain curriculum information well. Leaders should ensure that teaching in mathematics supports pupils to achieve their best.

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About this inspection

This school is part of Waterton 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), Dave Dickinson OBE and overseen by a board of trustees, chaired by Stephen Johnson.

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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

This inspection took place on 22 and 23 September 2026.

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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 executive headteacher, the head of school, the deputy headteacher who is also the special educational needs co-ordinator, other leaders for the school and trust, designated safeguarding leads, the chair of the academy standards committee, and the CEO and deputy CEO of the trust. Inspectors spoke with some parents at the start of the school day, spoke informally with some pupils and met with groups of pupils and staff. Inspectors considered the responses to Ofsted's online surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently make use of alternative provision.

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About this inspection

The school provides before- and after-school care for pupils.

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About this inspection

The school has undergone the following significant changes since the last inspection:

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About this inspection

The school has an executive headteacher and a head of school. A new deputy headteacher has been appointed.

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Lead inspector:

Stephanie Innes-Taylor, His Majesty's Inspector

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Team inspectors:

Shameem Hussain, Ofsted Inspector Dughall McCormick, Ofsted Inspector

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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 22 September 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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average

2023/24 (final) 64% 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) 71% 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

2022/23 (final) 78% 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 (final) 81% 74% Close to average

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average

2023/24 (final) 78% 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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national average

2022/23 (final) 50% 44% 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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average

2022/23 (final) 50% 60% Close to average

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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

2022/23 (final) 50% 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

2022/23 (final) 50% 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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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

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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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