High Legh Primary School

High Legh Primary School

Address: Wrenshot Lane, High Legh, Knutsford, Cheshire, WA16 6NW Unique reference number (URN): 111096

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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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Achievement Expected standard

Overall, pupils attain similarly to other pupils nationally in tests of their reading, writing and mathematics at the end of key stage 2. Disadvantaged pupils and those with special educational needs and/or disabilities typically progress steadily from their starting points.

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Achievement Expected standard

The proportion of pupils meeting the expected standard in the phonics screening check in Year 1 has improved over time. More recently, pupils have achieved less well in the Year 4 multiplication check. Leaders have taken sensible steps to address this. They are having a positive impact.

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Achievement Expected standard

Pupils develop the necessary language and communication skills they need to access the curriculum. Most pupils develop reading fluency as a result of effective phonics teaching. The impact of a renewed handwriting policy is beginning to be seen across the school.

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Achievement Expected standard

Overall, pupils recall important knowledge well from the early years to Year 6. Pupils leave the school well prepared for their next steps in education.

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Attendance and behaviour Expected standard

Leaders have established a supportive environment where pupils enjoy coming to school. Most pupils attend regularly. Their rates of attendance are typically close to the national average over time, including for disadvantaged pupils and those with special educational needs and/or disabilities. Leaders monitor pupils’ absences closely. Leaders make appropriate adaptations, such as the supportive ‘soft start club’ to encourage pupils who may be anxious in to school.

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Attendance and behaviour Expected standard

Pupils understand and usually follow the school’s clear rules and routines. Staff reinforce high expectations and intervene quickly to provide support that helps pupils to behave well. Pupils are polite and kind, showing respect to adults and one another. They listen attentively to their teachers and respond to instructions quickly. This enables lessons to run smoothly without disruption. Pupils behave sensibly at breaktimes and enjoy playing sports and games together during social times. These activities help them to develop their social skills, such as taking turns and resolving arguments.

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Attendance and behaviour Expected standard

Those pupils who need it receive individual support that helps them to regulate their emotions and return to class with improved focus. Bullying is rare. Should it happen, pupils trust that adults will make it stop.

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Curriculum and teaching Expected standard

The curriculum clearly sets out what pupils should learn and the order in which it should be taught. It includes opportunities for pupils to enrich their learning through an exciting range of visits and workshops. Leaders carefully monitor teaching and provide helpful professional development that helps staff to develop their subject knowledge well. Staff typically use this secure subject knowledge to explain new concepts clearly. Teachers use effective questioning to identify and clarify misconceptions, ensuring their support is matched to pupils’ understanding.

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Curriculum and teaching Expected standard

Leaders generally support pupils well to develop their essential knowledge in reading, writing and mathematics. The teaching of phonics has improved. Pupils typically read books that are matched to the sounds that they know. Pupils who find reading difficult are supported well to become fluent, confident readers. When writing, pupils are encouraged to sit with the correct posture and use the correct pencil grip. Staff model how to form letters and number correctly and check that pupils do the same.

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Curriculum and teaching Expected standard

In the main, learning activities enable pupils to engage positively in class. However, in a few subjects, pupils sometimes do not have enough opportunities to deepen their knowledge. This limits their ability to apply their learning to new contexts.

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Curriculum and teaching Expected standard

In the main, staff adapt their approach when needed for pupils with special educational needs and/or disabilities. This supports these pupils to access the curriculum and build their knowledge securely.

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Early years Expected standard

Children get off to flying start in the early years. Leaders have designed a curriculum that covers all the required areas of learning. They collaborate effectively with parents and carers to support learning at home and ensure a successful transition for children joining the school. Leaders know children's starting points and make appropriate adjustments for them. This enables children to build their knowledge steadily across all areas of learning.

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Early years Expected standard

Staff model language effectively to describe learning and this is mirrored well by children. For example, children described how they were pairing socks based on similarities and differences. Staff ask skilful questions which encourage pupils to explain their thinking, such as when exploring which pairs of numbers make ten.

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Early years Expected standard

Leaders prioritise reading. Staff help children to learn specific new words to build their vocabulary. Children benefit from a range of opportunities to develop their large and small movement skills. This prepares them successfully for the physical requirements of writing. Children are taught to form letters correctly, using a suitable pencil grip and posture. Most children use their phonics skills well to read accurately.

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Early years Expected standard

Children have positive learning behaviours. They take turns and listen to each other’s viewpoints. They persist when tasks are challenging, for example, when attempting to balance a range of objects. Leaders prioritise children’s personal, social and emotional development. Staff help children to develop independence and manage their own needs. Typically, children are well prepared for key stage 1.

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Inclusion Expected standard

Inclusion is everyone’s priority at High Legh. Leaders have established clear processes to identify and support pupil's changing needs. This helps staff to know each pupil well and ensure that they get the help they need. Leaders work with staff to make arrangements that are specific to each pupil's needs. These are reviewed regularly. Leaders train staff well so that, typically, they use a variety of effective strategies and resources to help pupils, including those with special educational needs and/or disabilities, to access learning. These pupils, and others who find learning difficult, make steady progress from their starting points.

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Inclusion Expected standard

Leaders collaborate well with parents and a range of external agencies, such as the local authority, to ensure that pupils receive the help they need. Leaders make appropriate adjustments for pupils who need extra help, such as a 'soft start' to the school day. This helps to reduce pupils' barriers to learning and overcome any anxieties so that they settle into lessons well.

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Inclusion Expected standard

Leaders ensure that additional funding, such as the pupil premium, has a positive impact on disadvantaged pupils' experiences at the school. This supports these pupils to take part in residential activities and provides equipment for sports and costumes for plays. Disadvantaged pupils are fully included in school trips, such as to the beach and to explore nearby cities. These enable them to develop their understanding of the wider world.

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Leadership and governance Expected standard

Leaders and governors provide a caring and safe learning community where every child is valued. Leaders’ high aspirations for all pupils is evident in many aspects of the school’s work. Pupils are proud of their school and develop a strong sense of belonging here.

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Leadership and governance Expected standard

Governors are passionately committed to the academic, personal and social development of every pupil. Governors use their relevant experience to carry out their strategic role well. They monitor safeguarding rigorously. Governors assure themselves of what is happening in the school through a range of quality assurance activities. They support and challenge leaders in equal measure.

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Leadership and governance Expected standard

Leaders and governors are considerate of staff wellbeing and workload in this relatively small school. Staff value this support and the positive relationships that they have with leaders. Leaders provide high-quality professional learning for staff. This is closely linked to the priorities in the school’s improvement plan. Leaders work with other schools to improve teachers' practice, for example through subject curriculum networks and by jointly moderating pupils' work.

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Leadership and governance Expected standard

Leaders have established close links with the local community and encourage collaboration. For example, staff and pupils regularly participate in local fundraising events and community projects.

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Leadership and governance Expected standard

Parents of pupils who are now at high school spoke positively about how well their children had been prepared for the transition from primary to secondary education.

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Personal development and wellbeing Expected standard

The school has a well-designed personal development programme that meets pupils' needs. This is complemented by a range of experiences, such as visits to promote pupils’ knowledge of how to keep themselves safe in a variety of situations, including online. Pupils develop their understanding of fundamental British values. For example, they can relate democracy to elections for school council and the rule of law to the school rules that they follow. Learning about different faiths and beliefs helps pupils to develop respect and tolerance. Pupils are able to recall some other aspects of equalities, including about different types of relationships. However, some pupils knowledge about these areas is not detailed.

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Personal development and wellbeing Expected standard

Pupils access a range of enrichment opportunities that broaden their experiences. These include visits to outdoor residential centres and walks in the nearby Peak District.

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Personal development and wellbeing Expected standard

Leaders make appropriate adjustments that enable all pupils, including those who are disadvantaged, to participate in the school’s extra-curricular offer. Pupils relish the opportunity to take part in a wide variety of sports. These promote a healthy lifestyle and sense of teamwork. Music also has a high profile in the school. Pupils in the brass band are proud to represent their school at the Cheshire Show.

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Personal development and wellbeing Expected standard

Pupils appreciate the pastoral support that they receive. This supports positive mental health and wellbeing. Pupils also value the opportunity to learn how to express their emotions and how to keep anger at bay.

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Personal development and wellbeing Expected standard

Pupils feel listened to by leaders. For example, their views have resulted in changes to the school lunch menu. Older pupils enjoy taking on leadership roles, including as playground buddies and by helping younger children to read. Pupils build a sense of community, responsibility and compassion through raising money for a wide range of charities.

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

Pupils are happy and feel safe at this nurturing community school. Most pupils attend school regularly. Pupils, including children in the early years, are supported effectively by caring staff who know them well. This helps them to achieve well academically, socially and personally.

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

Pupils follow the high expectations of behaviour and clear routines that leaders set. This creates a calm and purposeful learning environment. Pupils are polite and respectful to each other. They have positive and trusting relationships with their teachers. Pupils typically behave well. They maintain their focus and cooperate well together in lessons. Pupils have plenty to do during social times, including playing table tennis and basketball, exploring the forest area or finding quiet places to sit and talk with their friends. Bullying is not common. If it does occur, staff dealt with it quickly.

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

Pupils’ time at school is enriched by many memorable experiences. They showcase their talents in school plays, local music festivals and gardening exhibitions. Pupils take pride in representing the school in competitions, for instance when they designed and built the winning entry in a regional model car contest.

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

Pupils develop empathy and a sense of citizenship through raising funds for local and national charities. Trips to museums, Roman ruins and an astronomical observatory strengthen pupils' learning. Pupils build their confidence, develop new skills and connect with others through clubs including choir and art. They readily take part in a wide array of

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Team inspectors:

Keith Pullen, Ofsted Inspector Graham Hamilton, Ofsted Inspector

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Facts and figures used on inspection

sports that develop their physical and mental health. Pupils spoke enthusiastically about their swimming lessons. Leaders make adjustments that enable all pupils to be fully included in school life.

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Facts and figures used on inspection

Pupils relish taking on leadership roles. Year 5 playground leaders organise activities for younger pupils. This leads to positive social interactions and purposeful play. Pupils have a genuine voice in the school. School councillors have played an active role in decisions about the lunch menu and markings for the playground.

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Next steps

Leaders should ensure that subjects other than English and mathematics are taught consistently well so that pupils can deepen their understanding.

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About this inspection

The chair of the board of governors in this school is Nick Gerrard.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, other school leaders, staff and members of the governing body during the inspection. Inspectors also spoke with a representative of the local authority and spoke with pupils, parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher : Louise Tottle This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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About this inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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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 6 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 needs support 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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average

2024/25 (final) 58% 62% Close to average

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average

2022/23 (final) 67% 60% Close to average

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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 (final) 74% 75% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 77% 73% Close to average

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average

2022/23 (final) 70% 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

2023/24 (final) 33% 46% 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

2023/24 (final) 67% 58% 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

‘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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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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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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national average

2024/25 (3 term) 5.4% 5.2% Close to average

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national average

2023/24 (3 term) 5.2% 5.5% Close to average

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Persistent absence

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

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national average

2023/24 (3 term) 13.2% 14.6% Close to average

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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. 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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