Ofsted flags pupils’ attendance, behaviour and achievement as ongoing issues at South London school

Ofsted has identified several areas that ‘need attention’ at a Bexley secondary school whose pupils’ grades fall consistently below the national average.

Ofsted inspectors visited Welling School in February and found six areas that weren’t up to standard, including the school’s curriculum and teaching, pupils’ achievement, and attendance and behaviour.

It was noted in the Ofsted report that GCSE grades for Welling School pupils were consistently below national averages. The percentage of pupils achieving grade 5 or above in English and Maths is 45.4 per cent nationally, while in 2024/25 in Welling it was just 26.7 per cent.

Inspectors identified the “greatest inconsistency” across classes and subjects occurred between Years 7 and 9. The report said that pupils with lower attainment in these earlier years have gaps in their knowledge which “affects their readiness to complete work” and makes it harder for them to study and prepare for their GCSEs.

However, inspectors did state that the school’s post-16 curriculum was better, with sixth-form achievement being typically close to national averages. This was the one area that met Ofsted’s expected standards.

Rates of overall attendance at the school are also consistently below the national average, but there is an improving trend for attendance and persistent absence at Welling School. Ofsted noted that the school was analysing attendance information closely to improve it.

The Ofsted report also said that behaviour at the school could be improved. The report reads: “Some of the support for pupils with behavioural needs is not as effective as it should be. This means that some pupils, particularly those with SEND, struggle to engage fully with their learning.

“However, across many classes, pupils behave well and show positive attitudes to learning. While suspensions remain high, these have declined over time.”

Welling School pupils are underperforming in English and Maths at GCSE (stock photo) -Credit:PA

The school’s treatment of its SEND pupils and those with behavioural needs also varies. The report identified some inconsistencies in how effectively pupils’ needs are met, but also said that the school offers a wide range of additional support with measures being specific to pupils’ needs and “typically purposeful and have the intended impact”.

When it came to school leadership, Ofsted inspectors said: “Leaders’ actions have not had the impact needed to ensure that there are high standards across the school. Some of the school’s processes around inclusion, personal development and wellbeing are not consistently robust.”

Pupils feel positive about the school

However, the report also said that those leading Welling School understood the school community well, they acted in pupils’ best interests when making decisions, and they were committed to ensuring pupils felt positive about school life.

Inspectors also found that pupils typically felt positive about Welling School, with older pupils talking about how the school had improved over time and that they felt well supported by staff. Ofsted found that the school’s safeguarding standards were met and pupils felt safe at Welling.

Welling School’s headteacher Brian Griffen said he was “pleased” that Ofsted recognised his school’s strengths, while also admitting there were “areas to focus on”.

He said: “We are pleased that the Ofsted report recognised the strengths of our school. As the report says, ‘Leaders have identified appropriate priorities. Attendance and achievement remain central to their improvement work, with positive impact seen in these areas’.

“Safeguarding standards are met, with a positive and open culture. Pupils feel safe and are typically positive about our school. They behave well and show positive and enthusiastic attitudes to learning.

“There is a wide-ranging personal development programme, and a broad choice of extra-curricular activities. Our sixth form students are well prepared for their next steps and generally achieve well. Teaching is consistently effective at this stage.

“There are areas to focus on regarding curriculum and inclusion for all. We are pleased that our views agreed with the inspection team on areas needing attention.

“The inspection recognised there are signs of improvement on attendance, achievement, suspensions, and strengthening basic literacy and numeracy. We look forward to their return visit to see all the progress we are making.”

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