The Willows Primary School

The Willows Primary School

Address: Tayfield Road, Woodhouse Park, Manchester, M22 1BQ Unique reference number (URN): 139438

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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 Expected standard

Leaders have focused on improving pupils’ attendance and punctuality. Both have improved over time. Most pupils attend school regularly and on time. Rates of attendance and persistent absence are at least in line with national averages. For many pupils, including those who are disadvantaged and those who have special educational needs and/or disabilities, rates of attendance are high. They rarely miss a day. Leaders provide effective support for pupils who struggle with this. Even though some pupils’ attendance remains a cause for concern, most of these are improving.

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Attendance and behaviour Expected standard

Pupils behave well as they move around school and at breaktimes. They typically cooperate with staff and each other during lessons. Bullying and name-calling are rare and dealt with well by leaders. Teachers and other staff are increasingly able to engage pupils who struggle with learning. Staff make effective use of the school’s behaviour policy. Most pupils respond well to staff’s calm and measured approach. Rates of suspensions are reducing as staff’s understanding of pupils’ difficulties improves. When suspensions are used, leaders follow appropriate procedures. This includes the efficient use of re-integration and reconciliation meetings.

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Attendance and behaviour Expected standard

Pupils’ attitudes to learning improve as they progress through the school. These are most secure when learning builds successfully on what pupils already know.

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Inclusion Expected standard

Leaders ensure that all pupils receive a warm welcome at the school. They understand and identify the differing barriers that pupils face. Leaders provide a wide range of support for pupils and use additional funding effectively. They carefully consider what additional help pupils most need. For example, leaders provide regular, high-quality emotional support for pupils. This makes a positive difference to their readiness for learning. Leaders make sure that disadvantaged pupils can access all aspects of school life.

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Inclusion Expected standard

Leaders provide suitable professional development for teachers. This helps teachers to identify and meet the wide range of needs that pupils have at the school. Most pupils’ needs are catered for well in class. This includes those with special educational needs and/or disabilities (SEND). Disadvantaged pupils and other pupils who face challenges in their lives typically flourish and grow in confidence.

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Inclusion Expected standard

Some pupils with SEND access the majority of their education through the school’s internal provision, the beehive. Some of these pupils do not develop the same breadth of knowledge and skills that other pupils in the school do. In particular, they do not develop their knowledge of the wider world or ability to interact successfully with others as well as they could.

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Personal development and wellbeing Expected standard

The school’s personal development programme is effective for most pupils. Leaders prioritise pupils’ emotional health and mental wellbeing. Many pupils appreciate the support available to them. They talk through any worries that they have with well-trained staff. Pupils develop a mature attitude towards this aspect of their wellbeing. They are not afraid to ask questions or request support. Pupils have a secure understanding of consent and personal safety. They recall their learning from personal, social, health and economics lessons with ease. For example, pupils know how to recognise healthy and unhealthy relationships in real life or when online. They know how to stay fit and healthy through a balanced diet, exercise, rest and keeping clean.

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Personal development and wellbeing Expected standard

Pupils strive to live out the school’s values. They typically demonstrate high levels of respect towards others. Most pupils interact with each other well. They are accepting of each other’s differences. Pupils have a secure understanding of a range of different faiths and cultures. The majority of pupils are well prepared for living in a modern and diverse British society.

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Personal development and wellbeing Expected standard

Pupils embrace a plethora of leadership roles. They enjoy accessing a wide range of clubs and other activities. Disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) are well represented in these. Leaders provide trips, visitors and other experiences to support and enhance pupils’ learning across the curriculum. They make sure that disadvantaged pupils receive the support that they need to access these.

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Personal development and wellbeing Expected standard

Some of the pupils with SEND who access the school’s internal provision, the beehive, do not experience the same richness of experiences that other pupils do. As a result, these pupils' personal development is not as extensive as that of others. This is especially true of their understanding of the wider world or how to interact successfully with others.

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Achievement Needs attention

Published results for the school show that the attainment of disadvantaged pupils at the end of key stage 2 is similar to national averages. Despite this, pupils’ achievement overall is variable. This is because the progress that pupils make from their starting points in early years is uneven. They are not consistently well prepared for their next stages of education.

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Achievement Needs attention

Pupils typically achieve better in reading than they do in writing or mathematics. This impacts on their varying success across the curriculum. Pupils’ recall and understanding of their learning varies from subject to subject. This typically is more secure in key stage 2 than it is in key stage 1 or the early years.

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Achievement Needs attention

Pupils’ current achievement in phonics is better than the school’s most recent published results might suggest. Most pupils can work out what familiar and unfamiliar words say using their phonics knowledge by the end of key stage 1.

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Curriculum and teaching Needs attention

The curriculum is ambitious and well organised. Despite this, leaders do not ensure that all pupils in the early years and key stage 1 secure the reading, writing and mathematics knowledge they need for later learning. For example, leaders do not make sure that pupils develop the fluency that they need well enough in mathematics. Leaders do not ensure that teachers identify and address weaknesses in pupils' learning consistently well. This is particularly true for writing. For instance, teachers do not consistently provide clear writing models for pupils to follow.

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Curriculum and teaching Needs attention

Leaders make sure that teachers typically make their class curriculums accessible to all pupils. This includes those with special educational needs and/or disabilities (SEND). However, some pupils with SEND access their education through the school’s internal provision, the beehive. While there, these pupils’ learning is often different to that of their peers in class. This hinders them if they try to access the class curriculum.

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Curriculum and teaching Needs attention

The reading curriculum supports most pupils well. Pupils of all ages enjoy reading. Children begin to develop their knowledge of the relationship between sounds and letters in the Nursery and Reception Years. The phonics programme is effective. It is delivered with fidelity across the early years and key stage 1. Pupils who struggle with reading receive high-quality support until they can read accurately and fluently.

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Early years Needs attention

Children's achievement in the early years is variable. Leaders do not focus on children making rapid progress from their varied starting points. Their expectations are not consistently high enough for some children, particularly in the Reception Year. Moreover, leaders do not make sure that children build sufficiently well on what they learned when they were in the Nursery class.

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Early years Needs attention

Children's learning in phonics is secure. However, the extent of children's learning in other areas fluctuates, including in mathematics. Teachers do not identify and address gaps in children’s learning consistently well. They do not extend and develop children’s knowledge as well as they could. As a result, many children are not fully prepared for Year 1. For example, some children do not routinely form letters or numbers correctly. They develop ingrained habits that are difficult to undo when they are older.

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Early years Needs attention

Teachers in the early years understand children’s differing needs. This includes those with special educational needs and/or disabilities (SEND). Typically, teachers provide effective support for these children. However, children with SEND are most affected when expectations or learning are inconsistent. They do not make as much progress as they could when this happens.

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Early years Needs attention

Leaders ensure that teachers provide effective support for children’s emotional and welfare needs. This helps children to settle quickly in the Nursery Year. Leaders develop positive relationships with parents and carers.

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Leadership and governance Needs attention

Leaders have a secure understanding of the school’s current strengths and priorities. They know the community that the school serves well. Leaders have taken effective action to improve attendance and how behaviour is managed at the school. They recognise the need to improve how well pupils achieve. For example, the impact of leaders’ work to improve the teaching of reading is clear. Their more recent focus on writing is at an earlier stage of development.

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Leadership and governance Needs attention

Leaders have not identified well enough the impact that weaknesses in the early years and key stage 1 have on pupils’ later learning. Moreover, they do not insist that teachers consistently put into practice what they have learned to help pupils to achieve as well as they can. Leaders do not check carefully enough that their plans have the desired impact of improving how well pupils learn.

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Leadership and governance Needs attention

Those responsible for governance understand their statutory duties. They carry out most of them diligently. However, they do not ensure that all pupils achieve as well as they can. For instance, leaders, governors and trustees have not questioned the fact that some pupils with special educational needs and/or disabilities do not benefit from the same opportunities for their personal development that other pupils at the school do.

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Leadership and governance Needs attention

The vision and positive ethos created by leaders permeates all aspects of school life. The school is a calm and welcoming place. Leaders develop positive relationships with differing members of the school community. This includes parents and carers. Leaders at all levels support staff to manage their workload. Leaders provide a wide range of professional development.

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

Pupils are safe and happy at school. Most pupils attend school regularly and on time. Leaders provide effective support for pupils who struggle to do this. Leaders understand the different barriers that pupils face. They make sure that staff know how to help pupils overcome these. Pupils willingly embrace the school’s vision and values. They grow in confidence during their time at school. Pupils become resilient and respectful members of their school and wider community.

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

Pupils’ achievement is variable. This is particularly true for some pupils with special educational needs and/or disabilities. The rate of progress that pupils make is uneven. Although most pupils achieve well in reading, this is not consistently the case in other aspects of their learning.

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

Children in the Nursery Year settle well. Leaders make sure that children receive the support that they need for secure emotional and personal development. However, leaders do not ensure that children build consistently well on the knowledge that they develop as they progress into the Reception Year and beyond. Pupils behave well. They are polite and considerate towards each other, staff and visitors. By the time that pupils reach key stage 2, most develop positive attitudes to their learning, even if they find this difficult at times. Pupils enjoy their learning most when they successfully build on what they already know. Pupils get along with each other at breaktimes. Bullying is rare and dealt with quickly. When unpleasantness occurs, leaders help pupils to reconcile their differences. Pupils become skilled at listening to and considering differing points of view. They trust caring staff to help them to resolve difficulties

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

Pupils relish opportunities to contribute to the smooth running of the school. Pupils take up leadership roles with enthusiasm, such as being part of the school action team, acting as a playground leader, reading buddy or being a member of the eco team.

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Next steps

Leaders should ensure that pupils secure their knowledge of reading, writing and mathematics so they are better prepared for their next stages of education. This is most important for pupils in the early years and key stage 1. Leaders should make sure that teachers identify and address gaps in pupils’ knowledge well enough before moving on to new learning. This is especially important in mathematics and in writing. Leaders at all levels should ensure that all pupils, including those with special educational needs and/or disabilities, are supported as well as possible in their personal development. Those responsible for governance should increase their oversight of how well all pupils are supported to achieve as well as they can. Leaders should make sure that their work results in pupils making greater progress from their starting points. In particular, leaders should ensure that staff consistently apply what

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Next steps

they have learned through professional development into their daily classroom practice.

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About this inspection

This school is part of the Children Of Success Schools 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), Sue Spiteri, and overseen by a board of trustees, chaired by Richard Dyson.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005. The inspection took place from 14 to 15 July 2026.

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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 executive headteacher, who is also the CEO. Inspectors also spoke with head of school and other leaders during the inspection. An inspector spoke with

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Team inspectors:

Sharon Cowey, Ofsted Inspector Michelle Ridsdale, Ofsted Inspector Paul Holloway, Ofsted Inspector

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Facts and figures used on inspection

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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Facts and figures used on 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?

a representative from the board of trustees and a representative from the local authority.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school does not make use of alternative provision for pupils.

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What does this mean?

Executive Headteacher: Sue Spiteri 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) 60% 62% Close to average

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average

2022/23 (final) 53% 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) 80% 75% Close to average

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average

2022/23 (final) 71% 73% 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

2022/23 (final) 66% 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 (final) 68% 74% Close to average

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average

2022/23 (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 (final) 47% 47% Close to average

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average

2023/24 (final) 42% 46% Close to average

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average

2022/23 (final) 45% 44% 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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average

2023/24 (final) 67% 62% Close to average

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average

2022/23 (final) 65% 60% Close to average

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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 (final) 55% 59% Close to average

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average

2023/24 (final) 58% 58% Close to average

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average

2022/23 (final) 55% 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

2024/25 (final) 55% 61% Close to average

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average

2023/24 (final) 49% 59% Close to average

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average

2022/23 (final) 68% 59% Close to average

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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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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) 5.9% 5.2% Close to average

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national average

2023/24 (3 term) 5.0% 5.5% Close to average

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national average

2022/23 (3 term) 5.7% 5.9% 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

2024/25 (3 term) 14.6% 13.0% Close to average

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national average

2023/24 (3 term) 12.4% 14.6% Close to average

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national average

2022/23 (3 term) 14.6% 16.2% 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.

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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