Worth Primary School

Worth Primary School

Address: Birch Road, Poynton, Cheshire, SK12 1QA Unique reference number (URN): 139459

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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

The school's published results are consistently in line with, or higher than, national averages. Pupils achieve well in phonics, the multiplication tables check and writing. Across each year group, pupils typically achieve well in reading, writing and mathematics. They build on prior learning and apply their knowledge successfully as they move through the school. Most pupils, including pupils with special educational needs and/or disabilities (SEND), make positive progress from their starting points because staff identify needs and provide appropriate support. Disadvantaged pupils benefit from effective support and typically achieve well alongside their peers.

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Achievement Expected standard

In other subjects, pupils gain knowledge and skills in a range of subjects and are prepared appropriately for the next stage of their education. However, achievement is not as consistent across these subjects as it is in English and mathematics. Some disadvantaged pupils and pupils with SEND do not develop the same depth of knowledge in parts of the wider curriculum.

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Attendance and behaviour Expected standard

Leaders have maintained attendance above national figures for all groups of pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities. Persistent absence remains below national levels. Leaders identify pupils who face barriers to regular attendance and work closely with families to provide support and challenge where needed. Their work has secured improvement for some pupils who were persistently absent. Leaders recognise that attendance remains a variable picture for a small number of pupils. While appropriate support is in place, improvements have not been as rapid as leaders would like for every pupil.

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Attendance and behaviour Expected standard

Pupils are happy at school and enjoy being part of the school community. They move around the school calmly and play well together at social times. In lessons, pupils listen carefully, follow routines and settle quickly to their learning. Relationships between pupils and staff are warm and respectful. Pupils understand the school's expectations and usually meet them. Staff provide clear guidance and support when pupils need reminders about behaviour. Leaders work closely with families to help pupils who need additional support to behave well. Pupils feel safe and know that adults will help them with any worries. Staff do not tolerate bullying or unkind behaviour, and deal with any concerns promptly.

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Curriculum and teaching Expected standard

Leaders have developed the school's approach to what pupils learn. They have established a well-thought-out curriculum that sets out clearly when new knowledge is taught. Topic work sparks pupils' curiosity and broadens their understanding of the world.

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Curriculum and teaching Expected standard

Children make a positive start in Reception. Staff help them to develop the skills and confidence they need for the next stage of learning. Reading is a priority. Staff deliver the phonics programme consistently and provide timely support for pupils who need extra practice. This helps pupils develop secure knowledge in early reading and writing.

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Curriculum and teaching Expected standard

Staff check what pupils know and remember so that new learning builds on what has gone before. Teachers identify gaps in learning and provide additional support when needed. In mathematics, staff structure learning carefully and revisit important concepts regularly. This helps pupils retain key knowledge and address misconceptions.

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Curriculum and teaching Expected standard

Teachers adapt learning thoughtfully so that pupils who find learning more difficult, including those with special educational needs and/or disabilities, can learn alongside their peers. That said, teachers do not use information about gaps in pupils' learning consistently enough to inform future learning in some subjects beyond English and mathematics.

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Early years Expected standard

Leaders ensure that children get off to a positive start. They have created an environment where children are supported well and encouraged to become confident learners from the start.

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Early years Expected standard

The curriculum is carefully designed so that learning builds across each area of learning. Activities help children make links between what they already know and what they are learning next. Staff plan experiences that encourage children to explore, practise and apply their learning in different contexts. Caring staff support children’s learning effectively. They know children well and provide appropriate support and challenge. Through play and skilled interactions, staff develop children’s communication and language successfully. Early reading is taught well and children develop secure knowledge in literacy.

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Early years Expected standard

Children are happy, settled and eager to learn. They engage positively in learning and enjoy working and playing with others. Positive relationships help them to feel safe and secure. Staff support children’s social and emotional development effectively, which helps them develop independence. The provision is inclusive. Staff adapt support carefully so that all children can participate fully in learning and daily activities.

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Early years Expected standard

Children build secure knowledge across the areas of learning. They leave the Reception class well prepared for Year 1.

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Inclusion Expected standard

Leaders act quickly to make sure that support is put in place when pupils need extra help. In English and mathematics, staff use assessment information and regular reviews to identify needs, and respond appropriately. For example, pupils who fall behind in phonics receive effective support that helps them to catch up. The school works closely with the local authority and other professionals to secure specialist advice when needed. Pupils with special educational needs and/or disabilities (SEND) are included fully in school life and learn alongside their peers. Leaders refine provision where necessary to meet pupils' changing needs.

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Inclusion Expected standard

Leaders are equally attentive to the needs of pupils who are known, or have previously been known, to social care. Additional funding is used thoughtfully to provide academic and pastoral support for disadvantaged pupils. Leaders also make sure that these pupils can participate in clubs, visits and wider opportunities, helping them to feel part of the school community.

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Inclusion Expected standard

Most pupils with SEND and disadvantaged pupils make secure progress from their starting points. However, leaders recognise that learning is not always adapted precisely enough for some pupils with SEND in other subjects. Consequently, a small number do not build knowledge and skills as securely as they could across the curriculum.

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Leadership and governance Expected standard

Leaders have led the school steadily through a period of change. They have not lost sight of what matters most for pupils and have continued to improve key areas of the school's work. Since the last inspection, leaders have developed a broad and balanced curriculum. They know the school well.

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Leadership and governance Expected standard

Trustees have made a valuable contribution to the school's development. They have broadened the range of skills and experience available to the school, particularly in curriculum and inclusion. Trustees keep in touch with the day-to-day life of the school. This helps them to ask informed questions and check that planned improvements are making a difference. They monitor attendance, behaviour and safeguarding carefully and fulfil their statutory responsibilities effectively.

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Leadership and governance Expected standard

Staff enjoy working at the school. They appreciate the support leaders have provided and feel that their wellbeing is taken into account. Staff value the opportunities they have to develop their knowledge and learn from others. Training, professional discussion and links with other schools have helped staff strengthen their practice.

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Leadership and governance Expected standard

Parents and carers speak positively about the school and appreciate the care shown towards their children. Leaders maintain constructive relationships with families and draw on support from external professionals and the local authority when needed. Together, leaders and trustees have fostered a culture of collaboration and care, where decisions are guided by what is best for pupils.

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Personal development and wellbeing Expected standard

Leaders prioritise pupils’ personal development and wellbeing. They have created a caring and welcoming environment where pupils feel safe and valued. Staff know pupils well and provide support when it is needed. Pupils trust adults and know that they will listen to any worries or concerns. This helps pupils feel secure and ready to join in with all that the school offers.

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Personal development and wellbeing Expected standard

Leaders provide a wide range of opportunities that broaden pupils’ experiences beyond the classroom. Pupils enjoy taking part in clubs, sporting activities, trips, workshops and residential visits. Music is an important part of school life. Pupils learn to play the ukulele, violin or cello and enjoy performing for parents and carers. These opportunities help pupils develop new skills and discover interests and talents they may not otherwise experience. Pupils are proud of their involvement in the annual charity enterprise week. They work together to design and make products, sell them and learn how to calculate profit. Through activities such as these, pupils learn to work as a team and contribute positively to their community. They gain a growing understanding of the world beyond school and the importance of helping others.

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Personal development and wellbeing Expected standard

Lessons in personal, social, health and economic education help pupils to learn how to stay safe and be healthy. They develop an age-appropriate understanding of relationships, puberty and mental wellbeing. Pupils know how to keep themselves safe online and offline and understand the importance of seeking help when needed. They are comfortable discussing sensitive topics and value the guidance they receive from trusted adults.

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Personal development and wellbeing Expected standard

Pupils learn about different people, backgrounds, beliefs and ways of life. They understand the importance of treating others with kindness and respect. Pupils know that unfair treatment is wrong and trust staff to deal with any unkind behaviour. They appreciate that everyone is welcome and included. Pupils have a developing understanding of fundamental British values and different faiths.

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

Pupils are proud to belong to Worth Primary School. They enjoy being part of a welcoming and inclusive school community where they feel safe, valued and cared for. Kindness and care shape daily life in school. Staff know pupils well and understand their individual needs. Pupils speak warmly about the support they receive from staff and the respect shown by their peers. They know that adults in school will listen to them and help if they have any worries. As a result, pupils feel secure and confident.

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

Pupils enjoy learning and take part enthusiastically in lessons. They work hard and want to do well. Children get off to a secure start in the early years. They quickly learn the skills they need in reading, writing and mathematics. As they move through the school, pupils build successfully on previous learning. Leaders quickly identify pupils who need additional help. Staff work closely with families and other professionals to provide support. This helps pupils overcome barriers and make progress from their starting points. Pupils leave well prepared for secondary school.

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

School life offers much more than lessons alone. Pupils benefit from a wide range of opportunities beyond the classroom. The school's extensive grounds provide space for learning, play and exploration. Pupils enjoy clubs, sports, music, visits and special events. These experiences help pupils discover new interests and develop their talents.

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

Pupils behave well in lessons and around the school. They are polite, respectful and considerate of others. They understand the importance of treating people fairly and helping everyone feel included. Bullying and unkind behaviour are not tolerated. Staff deal with any concerns quickly and fairly. Pupils attend regularly and enjoy coming to school. The school's focus on the whole child helps pupils achieve well, develop confidence and thrive.

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Team inspectors:

Christopher McDonald, Ofsted Inspector Sue Mills, Ofsted Inspector

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Next steps

Leaders should strengthen pupils’ knowledge and understanding across the wider curriculum, especially for pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged, so that they can recall and apply their learning with greater confidence. Leaders should ensure that assessment information is used consistently to provide learning that is matched closely to the needs of pupils with SEND. This will enable pupils to build securely on their existing knowledge and skills. Leaders should continue to improve rates of attendance for pupils who are absent most often so that more pupils attend school regularly and benefit fully from the curriculum.

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About this inspection

This school is a single academy trust. The trust is run by the chief executive officer and headteacher, Sarah Giles. There is also a trust board, which oversees the running of the school. This board is chaired by Sarah Elisabeth Moores. The trustees also perform the role of governors at this school.

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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 headteacher and other leaders during the inspection. They also spoke to members of the trust board, including the chair.

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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 does not currently make use of any alternative provision.

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About this inspection

Headteacher: Sarah Giles 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 14 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) 65% 62% Close to average

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average

2023/24 (final) 53% 61% 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

2024/25 (final) 81% 74% 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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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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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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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. 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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