Welbourne Primary School

What Ofsted said

From the inspection on 13 January 2026

Pupils begin each school day with enthusiasm and a clear sense of belonging. They feel safe because staff know them well and respond swiftly to any concerns. Adults provide high levels of care, ensuring that routines are predictable and supportive, which helps pupils to settle confidently and focus on learning. However, for some pupils, particularly those with special educational needs and/or disabilities (SEND), irregular attendance means they do not benefit consistently from these positive experiences. Pupils behave well across the school. They understand the rules and demonstrate respect, kindness and consideration towards each other. Incidents of bullying are rare, and when they occur, staff act quickly and effectively to resolve them. Pupils enjoy positive relationships with both staff and their peers. Older pupils take pride in supporting younger children and contributing to the school community, demonstrating responsibility and leadership. Pupils are generally engaged and motivated learners. However, sometimes learning is disrupted when pupils who find learning difficult do not get the help they need. Pupils generally achieve well across the curriculum, including in reading, writing and mathematics. Children in the early years explore, play and develop their vocabulary and foundational knowledge, although leaders have identified that expectations for speaking and listening need further strengthening. Pupils with additional needs, including those who are disadvantaged or pupils with SEND, receive precise and well-considered support. However, pupils who find their learning difficult do not always receive the support they need to fully engage with the curriculum. Pupils can thrive emotionally because the school combines high expectations with encouragement and care. They take part in a rich range of experiences beyond the classroom, including sports, arts, community projects and leadership opportunities, which support their social and personal development. Pupils develop an understanding of respect, responsibility and cooperation, preparing them well for life in modern Britain. While most pupils benefit from these positive experiences each day, leaders recognise that improving attendance and ensuring consistent classroom support for some pupils with SEND are essential so that all pupils can benefit equally.

What the school should improve

• Leaders should ensure that classroom support for pupils with special educational needs and/or disabilities is implemented consistently, so that adaptations routinely reduce barriers to learning for all pupils, not only those with the highest levels of need. • Leaders should ensure that the teaching of the planned curriculum focuses precisely on what pupils need to learn, so learning is manageable, well sequenced and supports pupils to sustain attention and build knowledge securely. • Leaders should strengthen work with parents and carers to improve pupils’ attendance, ensuring that families understand the importance of regular attendance and that strategies lead to sustained improvement for all groups. • Leaders should strengthen the quality of adult interactions with children in the early years, so that adults consistently model high-quality language and support children’s communication, learning and engagement throughout the day.

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