Wilson Primary School

What Ofsted said

From the inspection on 19 May 2026

Pupils are greeted warmly each morning as they enter this inclusive and diverse school. They enjoy coming to school. Staff provide attentive care which helps pupils to feel safe and secure. Relationships throughout the school are respectful and caring. Pupils trust that there are staff they can talk to if they have any worries or concerns. They know that adults will support them. The school’s values, which include responsibility, respect and gratitude, underpin the welcoming atmosphere that pupils experience. Bullying is rare and is dealt with quickly if any incidents do occur. Most pupils attend regularly and arrive punctually. Pupils who may face barriers to attending to school regularly receive timely and appropriate support. Pupils, including children in the early years, generally settle promptly into morning routines. They enjoy their learning and display positive attitudes to their learning. Typically, pupils achieve well. They build their knowledge and skills across a broad range of subjects. Pupils share their new knowledge confidently. This includes explaining weather patterns in science and comparing life in Victorian schools with their own experiences today. Over time, pupils become confident readers and mathematicians. Pupils who face barriers to their learning, including those with special educational needs and/or disabilities, benefit from effective support that enables them to make secure progress through the curriculum. Overall, pupils are well prepared for their next steps in education. Pupils access a range of enrichment experiences beyond the classroom. Leaders enhance the taught curriculum with visits to a range of places including zoos, beaches and places of worship within the local community.

What the school should improve

• Leaders should continue their work to improve the accuracy of pupils' writing, including spelling.
• Leaders should ensure that teaching is of consistently high quality across all subjects and year groups, and that staff present learning points clearly while routinely checking pupils’ understanding.
• Leaders should ensure that expectations for behaviour during transitions and less-structured times are applied with even greater consistency by all staff, so that routines are embedded.

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