Wallington Primary Academy

What Ofsted said

From the inspection on 21 April 2026

Pupils typically start the day positively. They arrive in school happy and ready to learn. Staff greet them warmly by name. Strong relationships with families support smooth transitions into school. Pupils feel safe and can identify trusted adults. They understand how to keep themselves safe, including online, and revisit this knowledge regularly through the curriculum. The school has established an inclusive environment. Pupils, including those with special educational needs and/or disabilities (SEND), receive effective support to enable them to access learning. While pupils' achievement is inconsistent over time overall, pupils now mostly receive the curriculum and teaching they need to build their knowledge appropriately and make progress. Most pupils enjoy school and value the wider opportunities available to them, including educational trips, clubs and other enrichment activities. These experiences, alongside a structured personal development programme, help pupils to develop an understanding of respect, diversity and democracy. Pupils take on roles of responsibility that support their sense of belonging within the school community. The recently introduced 'citizen passport' ensures that pupils experience meaningful activities beyond the school gates. For example, pupils learn how to travel by train. Pupils understand what bullying is and what it is not. They report that it is rare and are confident that, if it occurs, they would tell a trusted adult and that it would be dealt with quickly. Pupils’ behaviour in lessons is generally calm and purposeful. Clear systems and routines support most pupils to engage well in their learning. However, pupils’ experiences at social times are less consistent. At these times, routines and expectations to help pupils with their behaviour are not well embedded. Overall, pupils benefit from a caring environment. Leaders prioritise pupils’ wellbeing. They work effectively with families to address barriers to attendance. While there are early signs of improvement, attendance is not high enough, particularly for disadvantaged pupils and those with SEND.

What the school should improve

• Leaders should continue to ensure that their attendance strategy is a priority so that a higher proportion of pupils attend regularly, including disadvantaged pupils and those who are persistently absent.
• Leaders should focus on ensuring that pupils achieve well across subjects, including those who are disadvantaged and children in the early years. In particular, the school should further develop its work to ensure that teaching identifies and addresses misconceptions and that pupils complete work that matches the ambition of the intended curriculum.
• Leaders should implement fully their plans for supporting pupils to behave well during social times in order to ensure that behaviour is consistently positive, both inside and outside of the classrooms.

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