Schools & FE · Report card

Well Green Primary School

Inspected 16 Jun 2026 · published 27 Jul 2026 · URN 106293

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Summary

No overall grade in this frameworkSafeguarding met

Mark Hazzard (lead), Shoab Uddin

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Needs attention
Inclusion verified
Expected standard
Leadership and governance verified
Needs attention
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
16 Jun 2026
Inspectors verified
Mark Hazzard, Shoab Uddin
Postcode verified
WA15 8QA
Name on report verified
Well Green Primary School
Safeguarding verified
Met
URN verified
106293

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Hollow rings show the previous inspection, 2026.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsNeeds attention
InclusionExpected
Leadership and governanceNeeds attention
Personal development and wellbeingExpected

Tone of the report

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

+36Positivemore positive than 14% of reports of this type

Reads more critically than most reports of this type.

Praisepositiveenjoyfeel safesecure knowledgesafeproudambitiouswell prepared

Criticismconcernsnot consistentlylackat riskweaknessespersistent absencenot clear

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

Findings1207w+42
Leadership237w+8
Safeguarding51w−11
What needs to improve104w+56

Strengths

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Concerns

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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.

Anatomy of the report

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

Pages: 16
Words of findings: 1,599; about usual (typical 1698)
Reading level: Hard; Flesch 47, typical 43
Average sentence: 13 words
Next steps: 4; typical 3
Hedged sentences: 15%; “some”, “not always”, “most”…

Where the words go

Findings 41%Leadership 8%Safeguarding 2%What needs to improve 4%About the inspection 46%

Full report text

Well Green Primary School

Address: Briony Avenue, Hale, Altrincham, Cheshire, WA15 8QA Unique reference number (URN): 106293

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 Expected standard

Pupils are well prepared for their next stage of education. By the end of key stage 2, pupils' attainment in reading, writing and mathematics is well above the national average. Pupils also attain highly in the phonics screening check. Outcomes in the multiplication tables check are above average.

p.2

Achievement Expected standard

Older pupils recall prior learning and use this to solve increasingly complex problems, particularly in mathematics. In contrast, for some subjects, pupils' written work does not reflect the same accuracy in spelling, handwriting and grammar. This particularly affects some disadvantaged pupils, who are not able to write as fluently as their peers.

p.2

Achievement Expected standard

Most pupils achieve well across a range of subjects. Pupils with special educational needs and/or disabilities usually make suitable progress from their starting points. However, some vulnerable pupils without an education, health and care plan do not make the progress of which they are capable. The same is true for some of the most-able pupils.

p.2

Attendance and behaviour Expected standard

Most pupils attend school regularly. Overall, attendance is above the national average. Leaders analyse attendance information closely and identify pupils who need extra support. Leaders work closely with parents and carers, as well as specialist professionals, to support families where pupils are at risk of persistent absence. This is beginning to help some pupils, particularly those who are disadvantaged, to attend school more regularly.

p.2

Attendance and behaviour Expected standard

Pupils behave well in lessons and show positive attitudes to learning. Staff know pupils well and respond calmly when behaviour is not as expected. They help pupils to understand the impact of their actions. There have been no suspensions or permanent exclusions. Bullying or any discriminatory behaviour is rare and, when it does occur, it is not tolerated. However, at social times and during transitions, some staff do not consistently reinforce the school's expectations for behaviour. This particularly affects younger pupils. They lack the support needed to manage their emotions and stay focused.

p.2

Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum. They have carefully considered the knowledge that pupils will learn. This knowledge is sequenced logically from Nursery to Year 6. For example, in mathematics, leaders have set out the calculations that pupils will learn during their time at school. Leaders have an accurate understanding of how well the curriculum is taught. For example, they have identified that some pupils, particularly those who are disadvantaged, require support to improve their spelling, handwriting and grammar. Leaders have begun to act on this.

p.2

Curriculum and teaching Expected standard

Staff typically have a secure knowledge of the subjects that they teach. This is particularly true in mathematics. Teachers gather useful information to assess pupils' understanding and retention of the curriculum. However, some teachers do not routinely use this information to match activities to pupils' starting points. When this is the case, some pupils with special educational needs and/or disabilities do not benefit from the adaptations they need to succeed. Pupils without an education, health and care plan are particularly affected by this lack of support. Additionally, some activities are not well matched to the starting points of the most-able pupils. This means that these pupils are hindered from building the depth of knowledge of which they are capable.

p.2

Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) usually make suitable progress from their starting points. Leaders build positive relationships with parents and carers as soon as pupils join the school. This helps leaders identify needs early, including pupils who are disadvantaged and those with SEND. Leaders work closely with specialist professionals to understand each pupil's needs. Staff adapt their teaching so that pupils with SEND can access the curriculum. However, on occasion, staff do not consistently adapt how the curriculum is delivered to match some pupils' starting points. This is particularly true for pupils without an education, health and care plan.

p.3

Inclusion Expected standard

Leaders use additional funding to support disadvantaged pupils in a considered way. This funding typically removes barriers to disadvantaged pupils and helps them to take part in enrichment and school life. Leaders review the impact of this funding carefully. Despite this, some disadvantaged pupils would benefit from targeted support to help them write more fluently across subjects.

p.3

Inclusion Expected standard

Leaders check the impact of support strategies and make timely adjustments. For example, some pupils with communication difficulties benefit from speech and language support. This helps them to speak with increasing clarity. Parents describe the school's approach as responsive.

p.3

Personal development and wellbeing Expected standard

Pupils have a secure knowledge of different faiths and cultures. For example, pupils visit local places of worship, including a synagogue and a mosque. This helps pupils to understand and respect people from different backgrounds. They celebrate Heritage Day and a range of religious festivals together as a school community. This helps pupils to reflect on their own beliefs.

p.3

Personal development and wellbeing Expected standard

Leaders have designed a coherent personal development programme. Pupils learn how to stay safe online, supported by assemblies led by online safety ambassadors. They also learn about road safety and what to do in an emergency. This helps pupils to keep themselves safe in a range of situations. Pupils benefit from relationships and health education that is appropriate to their age and stage. They learn how to look after their physical and mental health. Pupils know how to ask for help when they need it. Those who need extra guidance can access specialist mental health support.

p.3

Personal development and wellbeing Expected standard

Pupils enjoy a wide range of clubs and activities, including chess, choir, piano lessons and athletics. They relish the opportunity to take on a variety of leadership roles, such as wellbeing ambassadors and eco-warriors. Pupils vote for school council representatives,

p.3

Needs attention

giving them a genuine say in school life. They also explore different views and opinions through discussion in lessons.

p.4

Needs attention

Leaders make sure that disadvantaged pupils can take part in the full breadth of activities. For example, pupils who are not able to attend after-school clubs join similar activities during the school day. For some this includes participating in the school's running club at lunchtime. Leaders keep track of participation in clubs and activities. They use this information to reach out to pupils who have not benefitted from these experiences. As a result, pupils are well prepared for life in modern Britain.

p.4

Early years Needs attention

Some teaching within the early years does not consistently meet leaders' expectations. From time to time, some activities do not help children to learn the knowledge that is set out in the curriculum. At times, staff interactions do not support children's learning.

p.4

Early years Needs attention

Leaders work with parents and carers as children join the school to identify their additional needs quickly. However, some staff do not use this information, or what they observe, to adapt how the curriculum is delivered to meet children's needs. Although many children are ready for Year 1, some vulnerable children are not as ready as they could be.

p.4

Early years Needs attention

Typically, staff have warm relationships with children. When guided by staff, children learn well. Where interactions and activities are purposeful, such as in the Nursery class, children are able to learn new words. Nursery-age children delight in singing and language games. This helps them to extend their vocabulary. Staff meet children's personal care needs well. This enables children to become more independent. Children feel safe and settled.

p.4

Early years Needs attention

Reading is prioritised from the start. Children enjoy joining in with familiar stories and rhymes. They learn the sounds that they need to read words accurately. Those children who fall behind receive timely support so that they can catch up with the reading programme quickly.

p.4

Leadership and governance Needs attention

Many governors are new to their roles. They bring appropriate skills and are committed to their responsibilities. As a governing body they understand their statutory responsibilities, including safeguarding. However, governors do not have a sufficiently clear overview of the quality of education, particularly for disadvantaged pupils. This means that governors are not able to check the impact of leaders' actions with sufficient precision. They cannot be certain that leaders' actions are bringing about the improvements that disadvantaged pupils need.

p.4

Leadership and governance Needs attention

Since the previous inspection, leaders have acted quickly to address the weaknesses that were identified. Pupils are now kept safe. For example, leaders have improved their record- keeping relating to safeguarding. This helps leaders to follow up on concerns that staff raise and respond quickly. Leaders evaluate their work honestly and have an accurate understanding of the areas that still need improvement. Members of the school's community, such as parents and carers, are generally confident in the direction that leaders are taking. Leaders know the school's context well. They are attuned to the circumstances that might act as a barrier to pupils' learning and wellbeing.

p.4

Leadership and governance Needs attention

Leaders make sure that staff receive training that is linked to the school's priorities. This has sharpened staff's ability to keep pupils safe. Leaders and staff make decisions in the best interests of pupils. Staff are proud to work at the school. They appreciate the fact that leaders consider their workload and wellbeing.

p.5