Wellesbourne Community Primary School

What Ofsted said

From the inspection on 24 February 2026

Staff care deeply about pupils at this school. This helps pupils to feel safe and secure. They are confident that staff will support them promptly if they have any concerns, including around bullying. Pupils typically behave well across the school. They follow the school’s values and understand why these are important. Pupils respect the differences that exist between themselves and other people. Leaders and staff have high aspirations for what pupils can achieve. Pupils rise to these expectations and typically have positive attitudes towards their learning. Children in the early years get off to a sound start in their early education. Pupils learn how to read with increasing fluency and accuracy. Leaders focus sharply on helping pupils to secure important knowledge in reading, writing and mathematics. Pupils achieve well across the curriculum, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND). This prepares them well for their next steps in learning. Leaders identify and typically address any barriers that pupils face to their learning and wellbeing successfully. This is particularly the case for pupils with SEND. As a result, these pupils learn well alongside their peers in class. However, while pupils know the importance of attending school, too many do not attend as regularly as they should. Pupils benefit from a wide range of rich experiences that broaden their horizons and prepare them well for life in modern Britain. They enjoy trips to museums, zoos, local parks and places further afield. These visits enrich pupils’ learning of the curriculum and their understanding of the world around them. Staff nurture pupils’ musical talents through expert teaching. They provide pupils with opportunities to sing in the school’s choir and to learn how to play musical instruments.

What the school should improve

• Leaders should ensure that their attendance strategy and continued work with parents and carers is having the intended impact on raising pupils' levels of attendance and reducing persistent absences, taking further timely action when needed.
• Leaders should support staff to use their checks on pupils' learning more precisely to identify errors and misconceptions in pupils' written work and knowledge, so that these are addressed swiftly.
• Leaders should ensure that pupils have sufficient opportunities to practise, apply and deepen their learning, particularly in mathematics.

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