Well Green Primary School

What Ofsted said

From the inspection on 16 June 2026

Pupils enjoy coming to Well Green Primary School. Relationships between staff and pupils are warm, respectful and positive. Pupils feel valued and supported. Together, staff and pupils celebrate each other's backgrounds and cultures. This helps them to be proud to be part of their diverse school community. Pupils demonstrate kindness, maturity and ambition, contributing positively to the welcoming school atmosphere every day. Pupils enjoy their lessons and are eager to take part in discussions. They are enthusiastic learners, who embrace challenges. They work collaboratively with others, showing confidence, curiosity and determination in their learning. Pupils rarely miss a day at school. Most pupils achieve well and leave Well Green prepared for the next stage of their education. Pupils build knowledge over time across a range of subjects. They learn to read well. However, some pupils, particularly disadvantaged pupils, are not developing their writing skills as fluently as their peers. Some pupils do not get the help they need to learn as well as they could. This is particularly true in the early years. As a result, these pupils do not make the progress through the curriculum that they are capable of. Governors are not checking, with sufficient precision, that these pupils are reaching their full potential. Pupils generally behave well and show positive attitudes to their learning in lessons. Staff deal with any concerns, including about bullying, quickly and effectively. This helps them to feel safe in school. Pupils take on responsibilities within the school and develop their confidence as a result. They benefit from many opportunities beyond the classroom, including visits, clubs and cultural celebrations. These experiences help pupils to gain the resilience and knowledge that they need for life in modern Britain.

What the school should improve

• Governors should make sure that they use the precise information that they gather about the school's work, so that they can provide effective support and challenge to leaders.
• Leaders should revise the writing curriculum, so that pupils develop their spelling, handwriting and grammar from an early age, particularly disadvantaged pupils.
• Leaders should make sure that staff apply the school's expectations for behaviour consistently, so that pupils, particularly younger pupils, develop the self-regulation skills they need.
• Leaders should make sure that adults use their interactions, activities and adaptations to match children's starting points, so that children learn more and remember more.

Read the full Ofsted report (opens in a new tab)