Schools & FE · Report card

Warrender Primary School

Inspected 6 Jan 2026 · URN 102409

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Summary

No overall grade in this frameworkSafeguarding met

Deborah Walters (lead), Alan McDougall, David Radomsky, Karen Matthews

What we read, and from where

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Achievement verified
Strong standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Strong standard
Early years verified
Strong standard
Inclusion verified
Strong standard
Leadership and governance verified
Strong standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
6 Jan 2026
Inspectors verified
Alan McDougall, David Radomsky, Deborah Walters, Karen Matthews
Postcode verified
HA4 8QG
Name on report verified
Warrender Primary School
Safeguarding verified
Met
URN verified
102409

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementStrong
Attendance and behaviourStrong
Curriculum and teachingStrong
Early yearsStrong
InclusionStrong
Leadership and governanceStrong
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+87Very positivemore positive than 84% of reports of this type

In line with other reports of this type.

Praiseexcellentpositivestrongconsistentlyhigh expectationseffectivelyflourishthrive

Criticismconcernsgaps

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1591w+89
Leadership222w+86
Safeguarding51w−11
What needs to improve88w0

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance29
“They speak highly of leaders’ efforts to ensure all staff understand and fulfil their roles so that pupils achieve, thrive and flourish.” p.4
Teaching & assessment18
“Teachers consistently model high expectations for spoken language.” p.3
Curriculum11
“Staff have excellent subject knowledge.” p.3
Progress & outcomes10
“They speak highly of leaders’ efforts to ensure all staff understand and fulfil their roles so that pupils achieve, thrive and flourish.” p.4
Behaviour9
“Pupils’ behaviour across the school is excellent.” p.2
SEND & inclusion8
“Teachers make effective adaptations so that pupils with special educational needs and/or disabilities or who face other barriers to learning achieve highly from their starting points.” p.3
Personal development6
“Teachers at the early stages of their careers are well supported.” p.4
Maths5
“Pupils have secured strong foundations in reading, writing and mathematics.” p.2

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,948; about usual (typical 1698)
Reading level: Hard; Flesch 46, typical 43
Average sentence: 13 words
Next steps: 5; typical 3
Hedged sentences: 1%; “some”, “not always”, “most”…

Where the words go

Findings 56%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 31%

Full report text

Warrender Primary School

Address: Old Hatch Manor, HA4 8QG Unique reference number (URN): 102409

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Strong standard

Pupils achieve highly. The quality of pupils’ written work and their understanding of the curriculum reflect this. Pupils develop detailed knowledge across a range of subjects. For example, pupils in Year 6 confidently read and write short sentences in French explaining their grammatical and vocabulary choices in detail.

p.2

Achievement Strong standard

Pupils have secured strong foundations in reading, writing and mathematics. The end-of- year outcomes for Year 6 in national reading, writing and mathematics tests are above national averages. Likewise, pupils achieve highly in the phonics screening test at the end of Year 1. This helps pupils to read across the wider curriculum. Disadvantaged pupils, pupils with special educational needs and/or disabilities and pupils who face other barriers to learning build securely on what they already know. This prepares pupils well for their next steps in education.

p.2

Attendance and behaviour Strong standard

Attendance is given priority. This starts in the early years where leaders promote and expect high attendance. Leaders have appropriate processes in place to monitor and track attendance. They take appropriate action to address attendance concerns as soon as they arise. This means that families and pupils quickly receive the help they need. As a result, attendance is consistently high.

p.2

Attendance and behaviour Strong standard

Pupils’ behaviour across the school is excellent. This is because children are taught the importance of collaboration and positive learning behaviours from the early years onwards. Staff consistently model and promote the school’s values. Pupils learn in calm, positive learning environments where learning is not interrupted. Bullying is rare. Leaders take appropriate action should any incidents of bullying occur.

p.2

Attendance and behaviour Strong standard

Pupils are highly motivated to achieve well. They are taught the importance of resilience and receive specific praise for overcoming barriers. Staff have a thorough understanding of pupils’ social, emotional and behaviour needs. Leaders identify possible triggers to pupils’ behaviour. They put in place carefully thought-through approaches to help pupils manage their behaviour. Pupils are taught how to describe their emotions. Pupils use strategies they have been taught if they feel unsettled. For example, pupils initiate quick movement breaks, which supports them to focus on their learning and manage their emotions.

p.2

Curriculum and teaching Strong standard

Leaders have designed an ambitious curriculum that helps pupils learn key knowledge in a logical order. Teachers ensure that pupils use subject-specific vocabulary confidently across subjects. For example, Year 3 pupils use words such as ‘deforestation’, 'pollution' and ‘extreme poverty’ when writing about the impact of an increasing population. In the early years, teachers provide opportunities for children to regularly practise taught skills. For example, children independently make the number 5 using counters because teachers have taught them what each number is made up of.

p.2

Curriculum and teaching Strong standard

Children begin to learn to read as soon as they join the Reception Year. Pupils learn to read quickly and confidently. Teaching helps pupils apply their knowledge of letters and sounds to read and write simple sentences. Staff have excellent subject knowledge. Targeted teaching addresses any gaps and misconceptions so that pupils keep up.

p.3

Curriculum and teaching Strong standard

Leaders have an accurate understanding of the quality of teaching across the school. They are rigorous in checking the impact of the curriculum. Therefore, leaders make appropriate adaptations to the curriculum. For example, the screening of children’s physical development in the early years has enabled leaders to adjust the provision for handwriting across the school. Teachers make effective adaptations so that pupils with special educational needs and/or disabilities or who face other barriers to learning achieve highly from their starting points.

p.3

Early years Strong standard

Children in the early years get off to a flying start. Leaders have identified key vocabulary that children will learn across the seven areas of learning. In the nursery, children eagerly name the shapes they will use to create a house. They accurately count the number of shapes in their creations. Teachers consistently model high expectations for spoken language. They expect children to speak in full sentences, and children do so with increasing confidence.

p.3

Early years Strong standard

Teachers regularly check what children know. As a result, teachers make purposeful adaptations to their teaching approaches. This means that disadvantaged pupils, pupils with special educational needs and/or disabilities and pupils who face other barriers experience success in their learning.

p.3

Early years Strong standard

Teachers have the expertise to teach early reading highly effectively. Therefore, children have the skills to segment and blend words with increasing confidence. Children are very eager to write. They make good attempts at spelling unfamiliar words in their writing. This is because they know the sounds that letters represent. This prepares children well for learning in Year 1.

p.3

Early years Strong standard

Children in the early years happily learn and play alongside one another. This is because teachers consistently reinforce positive learning behaviours. This creates a joyful learning environment where pupils flourish. Staff work effectively with parents and carers.

p.3

Inclusion Strong standard

Inclusion is at the forefront of the school’s work. Leaders have established high expectations of what pupils can achieve, regardless of any barriers they may face.

p.3

Inclusion Strong standard

From the early years, staff quickly identify and assess pupils’ needs. Leaders have ensured staff have the knowledge and expertise to support pupils effectively. Staff have a thorough understanding of pupils’ needs and their next steps. They put in place appropriate teaching approaches and support pupils who face barriers to learning effectively. Therefore, these pupils access learning across the curriculum and make strong progress from their starting points. Leaders build trusting relationships with parents and carers and work alongside them to ensure pupils thrive.

p.3

Inclusion Strong standard

Leaders, including governors, have robust processes in place to monitor the impact of the pupil premium funding strategy. Disadvantaged pupils and those who face other barriers to their learning benefit from highly effective targeted pastoral support. For example, pupils learn how to self-manage their emotions through the use of boxing skills. Trained staff support pupils to talk about their feelings and help them navigate any challenges they may face. As a result, pupils develop self-belief, confidence and resilience.

p.4

Inclusion Strong standard

There is a wealth of enrichment opportunities on offer here. Leaders take deliberate actions to ensure disadvantaged pupils and those who face other barriers can access these.

p.4

Leadership and governance Strong standard

Leaders and governors have an accurate and informed understanding of the strengths and next steps for the school. Leaders identify priorities for improvement, ensuring that approaches and actions are underpinned by robust evidence.

p.4

Leadership and governance Strong standard

Governors have appropriate processes in place to assure themselves that leaders’ actions are effective and lead to sustained improvement. Governors check the effectiveness of the school’s safeguarding procedures and fulfil their statutory duties.

p.4

Leadership and governance Strong standard

Professional learning opportunities are sharply focused on ensuring that pupils receive a high-quality education. Staff learn from each other and external speakers to continuously develop their teaching practice. Teachers at the early stages of their careers are well supported. Evidence-informed research about how pupils learn underpins the approaches that leaders take. This ensures that leaders make decisions in the best interests of pupils, including pupils with special educational needs and/or disabilities and those facing other barriers.

p.4

Leadership and governance Strong standard

Staff feel valued as members of the Warrender community. They speak highly of leaders’ efforts to ensure all staff understand and fulfil their roles so that pupils achieve, thrive and flourish. Staff feel confident that should they have any worries, leaders will listen and take action.

p.4

Leadership and governance Strong standard

Leaders and governors have established effective relationships with parents and carers and the local community. Parents value the work of the school, and in turn, work collaboratively to raise additional funds to support it.

p.4

Personal development and wellbeing Strong standard

The personal, social and health education programme is well designed and tailored to meet the needs of pupils and the school community. Deliberate adaptations are made to the curriculum in light of local and national issues. This helps pupils to develop an understanding of challenges that may impact others. Pupils are given frequent opportunities to debate ethical issues. This develops respect for the views and opinions of others. This helps pupils develop a deep understanding of fundamental British values. They become tolerant and respectful of the importance of law and democracy.

p.4

Personal development and wellbeing Strong standard

The school’s development of pupils’ character is a strength. Impactful pupil leadership opportunities support them to become active citizens who contribute to the community. For example, pupils visit a local café to socialise and play board games with elderly members of the community. Pupils develop a deep appreciation of the importance of difference. They understand different faiths. They recognise that some of the things that make people different are protected by law.

p.5

Personal development and wellbeing Strong standard

Pupils, including those with special educational needs and/or disabilities and those facing other barriers, learn about consent, healthy relationships and the risks they may face online in an age-appropriate manner. This helps pupils keep themselves and each other safe.

p.5

Personal development and wellbeing Strong standard

The school provides an extensive range of clubs, such as boxing, art and choir, many at the request of pupils. Leaders analyse the take up of clubs and ensure pupils, including disadvantaged pupils, access all the school has to offer. This helps disadvantaged pupils try out and develop new interests.

p.5

Personal development and wellbeing Strong standard

Pupils help shape important decisions, such as improving the lunch menu to make it even better. They actively support their classmates’ wellbeing because they enact the school’s values of respect and support. This creates a school community where pupils feel a strong sense of belonging.

p.5