Welton Primary School

What Ofsted said

From the inspection on 1 March 2023

This is a warm and caring school. Pupils are happy and safe here. Leaders prioritise pupils' social, emotional, and mental health and well-being. Relationships between staff and pupils are positive and respectful. School days start with a cheerful hello from staff and pupils. Pupils know that adults are there to help them if they have any worries. Pupils usually behave well, both in classes and in the playground. There is very little bullying here. If it does occur, pupils are confident that staff will deal with it quickly and effectively. Some pupils are trained as peer mentors. They are confident to help pupils solve any small disagreements. Pupils are proud to hold these roles. Leaders have made improvements to the curriculum in many areas. Staff are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). The teaching of early reading and mathematics is strong. Leaders have clear plans to continue to improve the curriculum in other subject areas. There is also more to do to ensure that teachers adapt lessons to meet pupils' needs. This is needed to ensure that all pupils can access learning successfully. Leaders provide a broad range of opportunities that contribute to pupils' wider personal development. There is a wide range of clubs that pupils enjoy attending. Leaders plan visits and visitors to the school carefully to support learning.

What the school should improve

• The curriculum is not sufficiently well planned from Reception to the end of Year 6. This means that pupils' learning does not build progressively, and important learning in early years is not known about or repeated. Leaders should ensure that the knowledge that pupils acquire is planned progressively in all subjects and builds from early years.
• Assessment is not used well enough to support teachers to adapt lessons to meet the needs of all learners, particularly those with SEND. This means that some pupils do not achieve as well as they should. Leaders should regularly check that teachers are adapting lessons to meet pupils' needs and ensure that pupils with SEND can access learning in all lessons.
• Leaders do not monitor records of attendance or safeguarding robustly enough. This means that they are not always aware of what actions have been taken to address concerns. Leaders should improve the quality and monitoring of attendance and safeguarding information.

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