Wolsey House Primary School

What Ofsted said

From the inspection on 28 April 2026

Pupils feel safe and cared for every day. They trust adults and know that staff listen and act quickly when they have worries. Pupils feel happy and enjoy coming to school. Staff create a calm and welcoming place, where pupils know they matter. Pupils behave well in lessons and around school. Classrooms feel calm and purposeful. Pupils focus on their learning and follow clear routines. They treat each other with kindness and respect. When disagreements happen, pupils sort them out quickly, with help from adults if needed. Pupils say that bullying is rare and adults deal with it quickly. Older pupils show pride in their behaviour and make sensible choices, including when adults are not nearby. Pupils learn how to keep themselves safe. They understand personal safety, online safety and how to get help in their community. Pupils know who to talk to if they feel worried or unsafe. They explain how systems such as worry boxes, safeguarding teams and trusted adults help them. Pupils enjoy their learning and feel included. Teachers adapt lessons so pupils can take part and succeed. Pupils with special educational needs and/or disabilities get extra help when they need it. Pupils celebrate each other’s successes and try hard in lessons. Many pupils start school with very low skills, but they grow in confidence as they learn. Pupils develop secure basic skills in reading, writing and mathematics. They take pride in their work and enjoy becoming more confident learners. Pupils practise routines that help them remember what they learn and move on to the next step. Pupils take part in clubs, trips and special experiences that widen their world. They talk positively about these opportunities and feel they belong. Pupils feel supported, included and ready to keep learning.

What the school should improve

• Leaders should ensure that pupils sustain rapid progress in securing foundational knowledge, so that gaps continue to close and achievement strengthens consistently across the wider curriculum.
• Leaders should continue to evaluate the impact of attendance and behaviour strategies to sustain recent improvements, particularly by reducing persistent absence further.
• Leaders should continue to sharpen precision in curriculum adaptation for some pupils with special educational needs and/or disabilities, ensuring that education, health and care plans are consistently well reflected in curriculum design and classroom practice.

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