Wybunbury Delves CofE Primary School

Wybunbury Delves CofE Primary School

Address: Bridge Street, Wybunbury, Nantwich, Cheshire, CW5 7NE Unique reference number (URN): 144381

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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.

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How we evaluate safeguarding

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

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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.

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Attendance and behaviour Strong standard

Pupils attend very well, with rates consistently above the national average, including for pupils who are disadvantaged or have special educational needs and/or disabilities (SEND). Leaders monitor attendance closely and intervene promptly when patterns of absence emerge. They work with families to reduce any barriers and provide extra support. Leaders' focused actions ensure all pupils can engage fully in lessons, access the full curriculum, and take part in school life without disruption. This has a demonstrable impact on pupils' progress through the curriculum and overall experience at school.

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Attendance and behaviour Strong standard

Pupils’ behaviour and attitudes to learning are consistently very positive. Leaders have established a very effective, calm and orderly environment where pupils feel safe, respected and valued. Staff know pupils very well, apply behaviour policies consistently and respond promptly to any bullying or unkindness. Pupils are highly respectful, kind and caring towards staff and each other. They understand that discrimination is not tolerated. Staff carefully adapt support for pupils with SEND, enabling all pupils to participate fully in learning and school life. These very effective approaches ensure a positive, inclusive and thriving school community.

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Early years Strong standard

Provision across the early years, including for 2-year-old children, is highly effective. From the moment children enter the school, their curiosity and engagement are evident. They settle quickly, explore learning areas with confidence and build secure relationships with trusted adults. Staff extend children’s vocabulary and deepen their thinking through consistently high ‑ quality interactions. Children communicate about their ideas clearly and respond thoughtfully to questioning.

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Early years Strong standard

Reading is a priority. Children listen intently to stories and confidently discuss characters and events. Phonics teaching from the beginning of Reception enables children to secure the foundations of early reading and writing rapidly. This strong start supports accurate reading, secure pencil grip and confident early number. This prepares children very well for Year 1.

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Early years Strong standard

The curriculum is carefully organised and supports children’s progress from the 2-year-old provision through to Reception. Staff carefully consider children’s starting points, ensuring that disadvantaged children and those with special educational needs and/or disabilities receive timely, effective support. The school's 2 and 3-year-old provision is nurturing and promotes early independence.

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Early years Strong standard

Children develop resilience and work well with one another. The school has established effective partnerships with parents and carers. These further enhance learning and wellbeing, enabling children to transition smoothly into Year 1 as confident, capable learners.

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Personal development and wellbeing Strong standard

Pupils’ personal development and wellbeing are central to the school’s work. Adults set high expectations. They make time for pupils to talk, reflect and listen. Pupils understand the school motto, ‘Towards the Light’, as a commitment to kindness and service to others. Pupils explore different beliefs and experiences. They learn why honesty matters and how actions have consequences. Staff encourage sensitive discussion of themes such as equality, discrimination and injustice. Visitors, including members of the emergency services, enrich learning and reinforce messages about right and wrong. This helps pupils to develop empathy and a strong moral compass.

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Personal development and wellbeing Strong standard

Pupils encounter a wide range of faiths and cultures. These experiences prompt thoughtful discussion and deepen understanding. Pupils learn to appreciate diversity and life beyond their immediate community.

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Personal development and wellbeing Strong standard

The programme for personal development is carefully designed. Leaders review it regularly so that it remains responsive to pupils’ needs. Pupils learn how to maintain their physical and mental health. They practise calming techniques and understand when and how to seek help. Pupils benefit from thorough and well-coordinated pastoral support. Staff act swiftly when concerns arise.

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Personal development and wellbeing Strong standard

The school teaches relationships and health education with care. Pupils learn how to form respectful friendships. They understand how to stay safe online, including how to protect their privacy and recognise harmful content. They also learn about everyday risks, such as road safety. Pupils are clear that everyone deserves respect. They reject unkind language, for example, insults linked to gender.

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Personal development and wellbeing Strong standard

Disadvantaged pupils access the school's many opportunities equally because leaders successfully reduce barriers to participation. Pupils learn about democracy through voting for class representatives. Older pupils benefit from early careers guidance and encounters with employers. As a result, pupils leave the school well prepared for the next stage of their education. They develop confidence, resilience and a strong sense of social responsibility.

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Achievement Expected standard

In the early years, staff ensure that children have firm foundations in reading, writing and number through expert teaching and careful assessment. As pupils move up through the school, they build knowledge and skills steadily and make progress, particularly in reading and mathematics. Across the whole curriculum, pupils develop a broad and increasingly secure body of knowledge over time.

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Achievement Expected standard

On the whole, pupils achieve well. However, in some aspects of writing, some pupils do not develop their handwriting and spelling as quickly as they should. This includes a small number of pupils with special educational needs and/or disabilities. At times, staff do not identify or address gaps in these skills swiftly enough to prevent them from hindering pupils’ learning. Despite this, by the end of Year 6, published results of national tests are typically close to average or better. Pupils are well prepared for the academic demands of secondary school.

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Curriculum and teaching Expected standard

Leaders have a clear and realistic understanding of how well the curriculum works day to day. They check on this regularly and help staff to teach with greater clarity and purpose. Leaders organise the curriculum so that pupils revisit important ideas and deepen their understanding as they move up through school. Staff know what pupils have learned previously and use this knowledge to plan learning that builds logically. For example, in Year 2 science, pupils use what they already know about animals’ diets to help them to learn about food chains.

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Curriculum and teaching Expected standard

Leaders invest in developing staff expertise. Staff benefit from training that strengthens their subject knowledge and helps them to introduce new concepts with precision. Teachers introduce, and expect pupils to use, ambitious vocabulary. Pupils think deeply because teachers’ explanations are clear and questioning is purposeful. For example, in Year 6 personal social and health education, pupils explore the qualities of effective leaders and link these to their experiences and ambitions.

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Curriculum and teaching Expected standard

Staff know pupils well and provide effective support for those who need it. Occasionally, for a small number of pupils, including some with special educational needs and/or disabilities, this support is not as sharply focused as it could be. As a result, these pupils do not consistently build as securely as they might on what they already know.

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Inclusion Expected standard

Leaders create an environment where pupils feel included and cared for. Staff know vulnerable pupils and their individual circumstances well. Leaders identify pupils' needs early. They work closely with families and external professionals to provide timely help. Leaders coordinate a wide range of support so that pupils get what they need.

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Inclusion Expected standard

Staff develop expertise that helps them to guide pupils in lessons. Staff provide support that helps pupils to access the curriculum and make progress through it. Pupils usually engage fully in learning because of the adaptations that staff make. Leaders track pupils’ progress and review the impact of their provision. They change approaches when necessary to ensure pupils continue to make progress. However, a small number of pupils with special educational needs and/or disabilities sometimes do not benefit as much as intended. On occasion, adjustments to teaching are not well matched to pupils’ needs.

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Inclusion Expected standard

Leaders use funding thoughtfully to improve outcomes for pupils. They reduce barriers to learning and wellbeing and offer timely, appropriate assistance. Disadvantaged pupils receive additional help to access learning and participate fully in school life. This reflects the caring and supportive environment that leaders have built.

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Leadership and governance Expected standard

Leaders identify the right priorities and plan actions that support pupils’ learning. They check the impact of their decisions and adjust their approach when needed. Leaders place pupils’ needs at the centre of their work, including pupils who are disadvantaged, pupils with special educational needs and/or disabilities and those known to social care. They act to reduce barriers to learning and wellbeing. However, the school's work to improve handwriting and spelling has not successfully secured stronger outcomes for pupils.

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Leadership and governance Expected standard

Staff benefit from a programme of professional learning that builds expertise over time. This training is research-informed and typically supports consistent practice across classrooms. Leaders think carefully about the effect of new initiatives on staff workload. Leaders support staff's wellbeing and listen to their views.

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Leadership and governance Expected standard

Governors understand their statutory duties and carry them out with care. They check how leaders use resources and provide support and challenge that help the school improve. Governors visit the school, speak with pupils and staff, and review information so that they can check that systems work as intended. They know their responsibilities in keeping pupils safe. Governors also reflect on workload and wellbeing when discussing school priorities.

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Leadership and governance Expected standard

Leaders engage with parents and carers in ways that support pupils’ learning and welfare. They seek feedback and use it to shape improvement. Leaders ensure that decisions are made in the best interests of pupils, especially those who are disadvantaged or who face additional challenges.

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What it's like to be a pupil at this school

At Wybunbury Delves, pupils of all ages benefit from a caring and welcoming environment. Pupils feel valued, supported and encouraged to shine. They achieve well and enjoy learning. The curriculum promotes curiosity. It encourages pupils to ask questions and explore new ideas.

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What it's like to be a pupil at this school

In the early years, children get off to a flying start. They experience high-quality interactions with staff. This ensures that children are well prepared for the next stage of their learning. Across key stages, pupils benefit from effective teaching and a broad curriculum that helps them build knowledge securely over time. Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, make secure progress from their starting points. Staff identify barriers to learning and wellbeing early and address them effectively.

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What it's like to be a pupil at this school

Pupils feel a sense of belonging. Staff know every child well and build trusting relationships that help pupils feel safe and confident. Pupils describe the school as a family where adults listen and offer support. Rich experiences beyond the classroom deepen pupils' learning and strengthen understanding. Pupils take part in residential visits and curriculum-linked trips, including visits to the zoo and a recreated Victorian working town. These experiences make learning memorable. Pupils also enjoy a wide range of clubs, such as craft, Lego, drawing and football, which help them develop interests and confidence. Pupils thrive in calm and supportive surroundings. Behaviour is positive and respectful. Pupils feel safe and report that staff deal with any unkind behaviour quickly and effectively. Pupils want to come to school. Their rates of attendance are high.

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What it's like to be a pupil at this school

Older pupils take pride in their leadership roles. Buddies, school councillors, ambassadors and house captains all contribute to the smooth running of the school. These responsibilities develop teamwork, confidence and pupils’ strong understanding of their role in the school and wider community.

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Next steps

• Leaders should ensure that gaps in handwriting and spelling are consistently identified and addressed promptly, so that all pupils are well prepared for their next steps in learning, and that this is reflected in pupils’ outcomes at the end of key stage 2. • Leaders should ensure that adaptations for pupils with special educational needs and/or disabilities are well planned and consistently implemented so that activities match pupils' needs, enabling them to build securely on what they know and can do.

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About this inspection

This school is part of Chester Diocesan Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Neil Dixon, and overseen by a board of trustees, chaired by John Mason.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the CEO, headteacher, other school and trust leaders and staff during the inspection. They also spoke with a representative of the diocese, a representative of the local authority and members of the local governing board, including the chair and a trustee.

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About this inspection

This school is registered as having an Anglican religious character. The school is part of the Diocese of Chester and had its last section 48 inspection in January 2025.

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About this inspection

The school does not make use of any alternative provision.

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Team inspectors:

Louise Smith, Ofsted Inspector Joanne Hewson Hewson, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 80% 75% Close to average

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average

2023/24 (final) 71% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 77% 72% Close to average

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average

2022/23 (final) 78% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 80% 74% Close to average

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average

2023/24 (final) 71% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 50% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 50% 59% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 50% 61% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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