Wellesley Park Primary School

What Ofsted said

From the inspection on 21 April 2026

Wellesley Park is an effective and improving school. Pupils feel welcomed, known and supported from the moment they arrive. Staff greet them warmly at the door each morning and help them settle quickly into the day. If mornings are difficult for any pupil, staff notice, respond sensitively and offer encouragement. Therefore, pupils start the day ready to learn. Across the school, behaviour in classes is calm and settled. Learning is rarely interrupted. Pupils listen carefully, concentrate on their work and support one another. They know what is expected of them. Teachers explain content carefully and show pupils what good work looks like. Whether pupils are learning to write fluently, solving mathematical problems or completing scientific experiments, staff break down learning to make it achievable and enjoyable. If pupils need extra help because learning is hard, they are new to the school or things are difficult personally, support is provided to reduce these barriers and help them stay on track. Pupils generally achieve the standards expected of them by the time they leave the school. Writing is a strength. Teachers show pupils how authors use language and text structures. They show pupils how to improve sentences, choose words carefully and write to have a specific effect on the reader. However, for older pupils the curriculum and teaching of reading is less well developed. Playtimes and lunchtimes are safe, sociable and active. Pupils take part in a range of activities, including sports games, personal hobbies or reading quietly. Pupils feel safe and comfortable being themselves, whether they prefer being active or choosing quieter activities. Bullying is rare. Occasionally, their behaviour falters when waiting to have their lunch. Most pupils enjoy coming to school and attend regularly. Leaders are ambitious that all pupils will succeed personally and academically so they are well prepared for life in modern Britain.

What the school should improve

• Leaders should continue to ensure that disadvantaged pupils receive the support they need to achieve as highly as possible across the curriculum.
• Leaders should ensure teachers' checks on learning are used effectively so that pupils develop a detailed knowledge and understanding of what they are taught in the wider curriculum.
• Leaders should ensure that key stage 2 pupils are consistently well supported to develop greater expertise in their reading, so they are able to apply this knowledge effectively across different subjects.

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