Wellstead Primary School is a happy place. Pupils smile as they go about their learning. This is because they relish their lessons. They are keen to learn as much as they can. Teachers want the best for their pupils and generally staff have high expectations of what pupils can achieve. They also make sure that pupils have exciting and memorable learning experiences. Pupils behave very well throughout the school. They show great respect and understanding towards each other. They follow ‘The Wellstead Way’, treating all with friendliness and care. Pupils have a clear idea about what bullying is. They say that it hardly ever happens in the school. If they need help or advice, pupils know who to ask. Over the past few years the school has almost doubled in size, yet pupils still see the school community as a close-knit family. Leaders have ensured that the warm and nurturing nature of the school has continued to flourish. Parents value this aspect of the school highly. Pupils are able to grow and develop in a culture that includes everyone and where they feel safe. As one pupil said, ‘Everyone is welcome here – there are no outsiders.’ What does the school do well and what does it need to do better? Leaders have been focusing their attention on reviewing the curriculum content. They want the curriculum to be a wide and deep experience for the pupils. Pupils certainly have a breadth in the subjects that they learn. There is also increasing depth to the content of these subjects. Leaders are now focusing on pupils having better challenge. They have set out to ensure that what teachers deliver in each subject is high quality. These changes are most clear in mathematics and English. In a range of subjects, the improvements have been successful. There is still more to do nonetheless, especially to extend most-able pupils. Leaders have made sure that those pupils with special educational needs and/or disabilities (SEND) are included in all lessons. Teachers are often adept in how they teach pupils with SEND. In early years teachers do this very well. Nonetheless, some staff need more help to understand what the barriers to learning are so that they are better able to provide precise support. Sometimes pupils are not able to remember what they have learned. This is because too much time passes between lessons. For instance, in science and geography months may pass before pupils return to their learning. Pupils’ understanding of ideas is therefore superficial rather than secure. There are some instances, such as in religious education, where staff need to have better knowledge themselves to teach the content.