|Name||Wellington Community Primary School|
|Address||Alexandra Road, Aldershot, GU11 1QJ|
|Religious Character||Does Not Apply|
|Number of Pupils||413 (49.9% boys 50.1% girls)|
|Number of Pupils per Teacher||21.6|
|Percentage Free School Meals||21.8%|
|Percentage English is Not First Language||24.5%|
|Pupils with SEN Support||10.7%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
Wellington Community Primary School works in partnership with the nearby Marlborough Infant School. The headteacher currently leads both schools. Although each school has its own governing body, the chair of governors of Wellington Community Primary oversees governance in both schools.
The school was last inspected by Ofsted in January 2018, under section 8 of the Education Act. At this time, the school demonstrated strong practice and marked improvement in certain areas that may have indicated the school was improving towards becoming outstanding. The lead inspector therefore recommended that the school’s next inspection was carried out under section 5 of the Education Act.
Summary of key findings for parents and pupils
This is an outstanding school The headteacher’s compelling vision for a curriculum and high-quality teaching that challenges and inspires all pupils has won the trust and confidence of parents, staff and the local authority. His sincerely held values about community and equality of opportunity permeate every area of the school’s life. Pupils achieve exceptionally strong outcomes in English, mathematics and a range of subjects because of the outstanding teaching they receive and the engaging, broad and balanced curriculum they follow.
Teachers set challenging and exciting activities that motivate pupils to do their best. Pupils rise to their teachers’ high expectations and produce work of exceptionally high quality. Teachers use their expert subject knowledge to ensure that any misconceptions pupils have are picked up and quickly addressed.
For example, teachers make skilful use of questioning to check what pupils know and to deepen their understanding. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND), make exceptionally strong progress. Teachers and other adults make effective use of additional funding to remove any barriers to learning.
Most-able pupils do extremely well in all subjects and in all year groups because they are given appropriately challenging work to do. However, a small number of most-able pupils do not sustain the very strong progress they made in key stage 1 to the end of key stage 2. Pupils’ behaviour in lessons and around the school is exemplary.
Pupils are considerate towards one another and polite to visitors. They wear their uniforms proudly and look after their classrooms and outside spaces well. Pupils have exceptionally positive attitudes to their learning.
They love coming to school and rarely miss a day. Pupils speak with huge enthusiasm about what they have learned in lessons and on the many educational trips and visits they benefit from. Children in the Reception class make outstanding progress from their starting points.
Teachers and other adults have created a stimulating and nurturing learning environment in which children thrive. Governors provide strong oversight of all aspects of the school’s work, including safeguarding. They are effective in holding leaders to account for pupils’ outcomes.