Wolverton Primary School

Wolverton Primary School is a small school that has experienced significant staffing instability over recent years, which has slowed improvement across several areas. Although leaders have a clear understanding of the school's strengths and weaknesses and have taken decisive action to stabilise staffing, improve safeguarding and strengthen SEND systems, many initiatives remain at an early stage of implementation. The school's safeguarding arrangements are effective, and the early years provision is a notable strength, with children making steady progress from their starting points. However, achievement varies, and many pupils, particularly in writing, do not reach the standards they are capable of because expectations are not consistently high and opportunities for deeper learning are sometimes limited.

Strengths

• Safeguarding standards are met, with an open and positive culture of safeguarding.
• Early years provision is strong, with a well-planned curriculum, secure phonics teaching and high-quality interactions that meet children's needs well.
• Pupils benefit from a caring and nurturing environment with warm relationships between staff and pupils.
• Pastoral support is highly effective and staff know pupils very well.
• Pupils with SEND achieve well where support is well matched and staffing is consistent.
• Bullying and discriminatory behaviour are extremely rare and dealt with appropriately.
• Leaders have an accurate understanding of the school's strengths and areas for improvement.
• Governors have the knowledge and skills to fulfil their statutory duties effectively.

Areas for Improvement

• Achievement varies across the school, with many pupils not reaching their potential, particularly in writing.
• Expectations are not consistently high across the curriculum, limiting opportunities for pupils to deepen their thinking.
• Writing skills such as handwriting and spelling are inconsistent, and many pupils have not secured the basics needed to become competent writers.
• Higher-attaining pupils do not consistently receive sufficient challenge to deepen and embed their learning.
• Additional support for pupils with SEND and disadvantaged pupils has not always been delivered due to staffing constraints, limiting their progress.
• Gaps in pupils' knowledge and skills remain evident over time across the curriculum.
• Attendance over time has been below national averages, and a small number of pupils continue to miss too much time; leaders have not exhausted all possible actions to bring about improvement.
• Behaviour is variable, with some pupils becoming off-task and occasionally disrupting the learning of others.
• Curriculum implementation has been inconsistent due to multiple staff changes, and improvements in teaching are very recent.
• Teachers do not consistently check understanding well enough, and misconceptions sometimes go unaddressed.
• Provision for pupils with SEND is improving but remains inconsistent, with adaptive teaching not yet embedded.
• The personal development programme is developing, but the wider offer is not yet fully planned or sequenced.
• Pupils' understanding of diversity and life in modern Britain is limited.
• Leaders' capacity to drive strategic change is limited, and staff development is not yet sufficiently established.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Wolverton Primary School attended 94.9% of sessions (the national figure for primary schools was 94.8%). 10.8% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Wolverton Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Wolverton Primary School had 16.3 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 36.4% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 11.3% of pupils at Wolverton Primary School were on SEN support (nationally 15.4%) and 4.8% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Wolverton Primary School received £10,370 and spent £9,375 for each of its 62 pupils. It ended the year with reserves of £68,000 (£1,099 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Warwick · Warwickshire local authority: places and applications

What is Wolverton Primary School's Ofsted rating?

The latest Ofsted rating for Wolverton Primary School is Needs attention, from an inspection in July 2026.

When was Wolverton Primary School last inspected by Ofsted?

Wolverton Primary School was last inspected in July 2026.

How many pupils does Wolverton Primary School have?

Wolverton Primary School has 62 pupils on roll.

What age range does Wolverton Primary School cover?

Wolverton Primary School for pupils aged 4 to 11.

What are Wolverton Primary School's SATs (KS2) results?

In 2025, 70% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Wolverton Primary School?

Wolverton Primary School is at Wolverton Fields, Norton Lindsey, Warwick, Warwickshire, CV35 8JN.