Wellbrook School

What Ofsted said

From the inspection on 24 February 2026

This recently opened school is doing its pupils proud. Leaders have created a school in which pupils' special educational needs and/or disabilities (SEND) are fully understood and provided for. The school skilfully evaluates each pupil’s SEND and puts in place the support that they need to thrive. As a result, from their relative starting points, pupils achieve well. They are happy and feel safe. Behaviour is typically positive. The recently introduced ‘Five Rs’ help pupils to understand what is expected of them. Pupils do their utmost to be in the right place at the right time, show resilience, respect others and property and use the ‘right speech’. Pupils openly reflect on how well they have modelled each of these at the end of each lesson. They are eager to get holes in their ‘punch cards’ that recognise and reward their successes. Staff know what motivates pupils. Pupils feel valued. Pupils enjoy learning. They engage positively with their teachers. They increasingly remember what they have learned. Pupils are keen to share their thinking and talk about their learning. They respond well to praise and suggestions for improvement. Pupils are well prepared for life beyond the school. A broad and varied enrichment programme allows them to try new activities, including archery, rifle shooting, climbing and visits to a range of places. Over time, pupils gain a strong understanding of fundamental British values and the differences in people that the law protects. They learn what discrimination is and why it is unacceptable. Bullying is rare. Pupils are happy that it is dealt with robustly when it does occur. Over time, pupils’ attendance improves significantly. Many who have previously struggled to attend school now do so regularly.

What the school should improve

• Leaders should ensure that the school consistently considers what pupils need to achieve in the short and medium term to meet the longer-term goals set out in education, health and care plans.
• The school should ensure that the curriculum, across all subjects, consistently sets out the precise content that pupils are expected to know and remember.
• Leaders should ensure that weaknesses in pupils’ written work are consistently addressed so that all pupils develop an accurate and fluent handwriting style.
• When carrying out quality assurance work, leaders should ensure that they more carefully consider the impact of the school’s work across the full range of pupil groups that make up the school.

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