Welling School

What Ofsted said

From the inspection on 10 February 2026

Pupils are typically positive about their school. Older pupils in particular talk about how the school has improved over time and that they feel well supported by staff. Pupils are safe here. They have staff to talk to if they are worried about anything. When bullying happens, leaders take it seriously and deal with it effectively. Leaders ensure that social times are well supervised and provide calm spaces where pupils can go if needed. Inconsistent teaching in Years 7 to 11 means that pupils do not get the same quality of learning from one class or subject to another. As a result, pupils’ achievement varies. Teaching is more consistent in the sixth form, where students achieve well. Many pupils are enthusiastic learners. Although pupils usually behave sensibly, some pupils do not engage fully with their learning. Around the school, expectations of behaviour are variable. Attendance has steadily improved. However, many pupils miss out on important learning. Pupils enjoy studying a broad curriculum. Following pupil feedback, leaders expanded the performing arts offer. These subjects are popular across all year groups. The whole-school productions are a highlight of school life and bring pupils together. Pupils have a wide choice of extra-curricular activities. Leaders keep a close eye on participation and encourage pupils who might otherwise miss out. Pupils enjoy clubs that range from sports to computer gaming and a calculus club in the sixth form. The lunchtime chess club for Year 7 is especially popular. The new house system helps pupils feel part of the school community. Many enjoy the competitions and events it brings. Trips, residentials and international visits open pupils up to new experiences and help build their confidence and independence. Leaders make sure that financial circumstances do not stop pupils from taking part.

What the school should improve

• Leaders should continue their work to secure consistently high-quality teaching in Years 7 to 11 so that pupils’ outcomes, including for disadvantaged pupils and pupils with lower prior attainment, improve swiftly.
• Leaders should ensure that all staff routinely implement the training they receive to support pupils with special educational needs/and or disabilities and other barriers to learning so that adaptations are consistently effective in supporting pupils with their learning and behaviour.
• Leaders should build on their work to further improve pupils’ attendance and reduce levels of persistent absence so that pupils do not miss out on important learning.
• Leaders should ensure that staff apply the behaviour expectations consistently and effectively so that standards of behaviour and pupils' attitudes to learning are high across the school.
• Leaders should ensure that pupils on part-time timetables receive education that is suitable to their needs and changing circumstances, in particular statutory relationships and sex education and health education.
• Leaders should continue to embed new approaches in the sixth form so that pupils' achievement, in particular at A level, continues to improve.

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