Wolverton Primary School

What Ofsted said

From the inspection on 2 June 2026

Pupils have experienced a turbulent period due to numerous staffing changes, despite many recent improvements. Throughout this time, the nurture and care provided for pupils have remained consistent. Leaders and governors remain determined to stabilise staffing so pupils can experience all that the school offers. Across the school, relationships between staff and pupils are warm and supportive, creating a caring and inclusive environment that pupils value. They speak positively about the sense of community and enjoy a wide range of play opportunities that support their physical and social development. Pupils feel safe and know who to speak to if they have worries. Bullying is extremely rare and pupils are confident that adults address any concerns appropriately. Many pupils show positive attitudes to learning. They follow routines confidently, respond respectfully to adults and enjoy coming to school. However, this is not consistent across the school. Some pupils occasionally lose learning time when attention drifts or low-level disruption occurs. Attendance is improving, although a small number of pupils continue to miss too much time, which interrupts their learning. Pupils benefit from wider experiences, including trips and sporting events. However, these are not always planned systematically to enhance learning or ensure that all pupils benefit. Opportunities to develop cultural awareness and understanding of diversity are also limited. Some pupils achieve well, particularly those with secure early foundations. However, expectations and achievement in writing are less well developed. Where support for pupils with additional needs is well-matched, they make steady progress, but this is not yet consistent in reducing barriers to learning for all pupils.

What the school should improve

• Leaders should embed adaptive teaching so that activities meet the needs of all pupils, including those with special educational needs and/or disabilities and higher-attaining pupils.
• Leaders should strengthen assessment practice so teachers check understanding, address misconceptions and identify gaps promptly, ensuring effective support is in place.
• Leaders should review and embed their approach to the teaching of writing so pupils gain the foundational knowledge needed to become fluent, competent writers.
• Leaders should ensure that expectations for behaviour and attitudes to learning are consistently high by embedding the new behaviour policy to reduce low-level disruption so that all pupils focus fully on their learning.
• Leaders should develop the personal development programme so pupils gain a secure understanding of diversity and fundamental British values and are well prepared for life in modern Britain.
• Governors should continue to support the school to ensure that leaders’ plans are realised.

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