Weston Village Primary School

Weston Village Primary School

Address: East Avenue, Weston, Crewe, Cheshire, CW2 5LZ Unique reference number (URN): 145587

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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 Strong standard

Many pupils achieve highly across the curriculum. This is reflected in published outcomes. Year 6 pupils’ attainment in national reading, writing and mathematics tests and assessments is consistently above the national average. Disadvantaged pupils attain as well as, and sometimes better than, disadvantaged pupils nationally. Leaders identify pupils who need additional support and ensure that they receive timely help so that they can succeed.

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Achievement Strong standard

Pupils develop secure knowledge and skills across the curriculum. They are proud of their achievements and speak confidently about their learning and how they improve their work. The proportion of pupils who meet the expected standard in the Year 1 phonics screening check is above the national average. Most pupils with special educational needs and/or disabilities are supported effectively and achieve well.

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Achievement Strong standard

Pupils are well prepared for the next stage of their education. Older pupils speak confidently about moving to secondary school and feel suitably equipped for their future learning.

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Leadership and governance Strong standard

Leaders have a clear vision for the school and are ambitious for all pupils. They have a detailed understanding of the school's strengths and areas for development and act swiftly when improvements are needed. Leaders have driven improvements in key areas, including achievement and inclusion. Pupils now attain highly across the curriculum over time. Disadvantaged pupils attain particularly well by the end of key stage 2. Leaders understand precisely what needs to improve and act quickly to secure further gains for pupils.

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Leadership and governance Strong standard

Those responsible for governance have a detailed understanding of the school's work and provide both support and challenge. They use a range of information to check leaders' work and do not rely solely on leaders' reports. As a result, governors hold leaders to account effectively and contribute to sustained improvement.

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Leadership and governance Strong standard

Staff benefit from carefully planned professional development that strengthens their knowledge and expertise. They value the support they receive and appreciate leaders' consideration of their workload and wellbeing. Staff share leaders' ambition for pupils and work together effectively to secure the school's priorities. As a result, staff are confident in meeting pupils' needs and helping them achieve well.

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Leadership and governance Strong standard

Leaders work closely with the wider community. Parents and carers are positive about the school and appreciate the care and support provided for their children. As a result, leaders continue to strengthen the school's provision and respond well to the needs of its community.

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Personal development and wellbeing Strong standard

Leaders have created a programme to promote pupils’ personal development that reflects the needs of pupils at Weston Village. Leaders review the effectiveness of this programme

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Expected standard

regularly and adapt the school’s offer to best meet pupils’ needs. The curriculum for personal, social, health and economic education, including relationships and sex education and health education, is carefully designed from the early years to Year 6. It sets out clearly what pupils should know and remember as they move through the school.

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Expected standard

Pupils learn about healthy relationships, wellbeing and how to stay safe. Trusted staff members teach sensitive topics thoughtfully. Pupils develop an age-appropriate understanding of the physical and emotional changes they experience as they grow up. They understand how to keep themselves safe online and can explain some of the risks associated with technology.

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Expected standard

Leaders provide a broad range of opportunities that extend beyond the academic curriculum. Pupils take part in clubs, residential visits, leadership activities and community projects. For example, community ambassadors regularly visit a local café to support older residents. These experiences help pupils, including those with special educational needs and/or disabilities, develop confidence, responsibility and an understanding of their local community.

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Expected standard

Leaders place a great emphasis on pupils' wellbeing. Pupils speak positively about the support that they receive to help them recognise and manage their emotions. They know where to go if they need help and trust staff to support them. Pupils understand the importance of treating others with respect. They learn about different cultures, beliefs and communities. Through their learning about fundamental British values, pupils demonstrate an understanding of democracy, fairness and equality through their actions and relationships with others. For example, Year 5 pupils discuss and debate ideas confidently, listening carefully to different viewpoints and expressing their opinions respectfully. As a result, pupils feel safe, included and well prepared for life in modern Britain.

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Attendance and behaviour Expected standard

Most pupils attend school regularly. Leaders maintain a sharp focus on attendance. If a pupil starts to miss too much school, leaders do not hesitate to address this. They draw upon a range of useful strategies, which include the use of external agencies, to support pupils and their families to help get attendance back on track. Leaders have secured improvements for a few pupils. Despite this work, attendance for some vulnerable pupils remains low.

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Attendance and behaviour Expected standard

Pupils behave well in lessons and around school. Relationships between staff and pupils are positive and respectful. Staff support pupils effectively when they find it difficult to manage their emotions. Bullying and discriminatory behaviour are rare and dealt with appropriately. Leaders recently introduced a new behaviour approach, which is helping to bring greater consistency in how staff support pupils. Pupils take pride in their learning and engage well in lessons. They are typically focused on their work and respond appropriately to staff’s guidance. At social times, pupils play cooperatively together and make use of the opportunities available to them.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that sets out what pupils should learn across all subjects. They ensure that pupils develop the essential early skills in communication and language, reading and mathematics that underpin future learning. Learning is ordered logically, helping pupils build knowledge and skills over time. Leaders have recently strengthened the approach to writing, including the teaching of grammar and sentence construction, to address identified gaps in pupils' learning.

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Curriculum and teaching Expected standard

Staff build on pupils' prior knowledge effectively. Staff model learning accurately. They have the knowledge and expertise to break learning into small steps. Staff usually identify and address pupils' errors and misconceptions. However, this practice is not consistent across the school. As a result, some pupils continue to make the same mistakes, limiting the accuracy of their learning.

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Curriculum and teaching Expected standard

Reading is prioritised. Staff teach phonics consistently well. They provide additional support for pupils who fall behind in the phonics programme. Many pupils, including those with special educational needs and/or disabilities, benefit from adaptations that help them learn alongside their peers and access the curriculum successfully. Staff implement these skilfully to remove barriers to learning.

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Early years Expected standard

Children get off to a successful start in the early years. They settle quickly into routines and engage well with learning. The purposeful and nurturing environment supports learning across all areas of the curriculum. Children, including those with special educational needs and/or disabilities (SEND), feel safe and secure.

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Early years Expected standard

Staff know children well and make regular checks on what they know and can do. Storytelling, rhymes and songs are established parts of daily routines. Staff ask questions that encourage children to explain their thinking and extend their learning. Children begin learning phonics as soon as they start school and develop early reading skills successfully. They become increasingly independent and develop positive attitudes to learning. Most children are well prepared for Year 1.

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Early years Expected standard

Children benefit from positive relationships with staff and a curriculum that supports their learning and development. However, some pupils’ special educational needs are not identified quickly enough. As a result, support is not always in place at the earliest opportunity for a small number of children with SEND.

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Inclusion Expected standard

Leaders have established an inclusive and welcoming culture where pupils are valued and supported. They know pupils well and understand the barriers that some pupils face. Leaders identify most pupils' needs accurately and ensure that appropriate support is put in place. This includes support for pupils who have social and emotional needs. Leaders work closely with families and engage with external agencies when additional expertise is required. As a result, pupils usually receive timely support that helps them access learning and participate fully in school life.

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Inclusion Expected standard

Staff receive regular training, and leaders check how well support is helping pupils. Most pupils with special educational needs and/or disabilities (SEND) progress successfully through the curriculum. Leaders ensure that staff use appropriate strategies to help pupils learn. Teachers adapt learning so that, typically, pupils with SEND learn alongside their peers and access the full curriculum. However, some pupils’ special educational needs are not identified quickly enough when pupils join the school. This means the support that these pupils need to experience success is not consistently in place at the earliest opportunity.

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Inclusion Expected standard

Leaders check the impact of additional funding closely. They use funding to improve pupils’ academic success and to meet pupils' emotional needs. As a result, disadvantaged pupils achieve well.

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

Pupils are happy and feel safe at this school. They know whom to talk to if they are worried. Pupils talk confidently about friendship, teamwork and managing their feelings. They behave well and play cooperatively together. Older pupils support younger pupils. For example, Year 6 pupils help children in the early years settle into school life. Pupils understand what bullying and discriminatory behaviour are. Staff deal with any such concerns promptly.

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

Pupils enjoy learning. Teachers help pupils make connections between their learning and the world around them. This supports their understanding of new concepts. Pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, learn successfully across the curriculum. They value the support they receive from staff when they need help with their learning. This helps to reduce their barriers.

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

Children in the early years are happy and make a positive start to school life. They settle into routines quickly and enjoy learning. Over time, pupils develop secure reading, writing and number knowledge and skills that prepare them well for the next stage of their education.

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

Most pupils attend school regularly. Leaders work closely with families and external agencies to support these pupils. This work is beginning to have a positive impact, with attendance improving for some individuals.

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

Pupils take pride in leadership roles and in helping others within the school community. Many pupils attend clubs, sing in the choir and take part in visits and residential experiences. These opportunities help pupils develop confidence and responsibility. Pupils learn about respect, democracy and fairness. They understand how to keep themselves safe and healthy. As a result, they are well prepared for life beyond school.

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Lead inspector:

Dianne Holcroft, His Majesty's 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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Next steps

Leaders should make sure that pupils’ special educational needs are consistently identified and supported promptly, particularly when children join the early years, so that they receive the help they need from the earliest stage. Leaders should make sure that teachers identify and address pupils' errors and misconceptions so that pupils secure accurate knowledge and achieve as well as possible across the curriculum. Leaders should continue to refine the school's attendance strategy so that attendance improves further for vulnerable pupils who continue to miss learning.

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About this inspection

This school is part of The Cornovii Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Richard Middlebrook, and overseen by a board of trustees, chaired by Janet Furber.

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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

This inspection took place on 15 and 16 September 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 leaders, governors, the local authority, staff, parents, carers and pupils during the inspection.

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About this inspection

The inspectors confirmed the following information about the school: The school does not use alternative provision.

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About this inspection

Headteacher: Thomas Cutts The inspector(s) used this data during the full inspection on 15 September 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

2022/23 (final) 58% 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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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

2022/23 (final) 79% 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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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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national average

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

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national average

2023/24 (3 term) 4.9% 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

2024/25 (3 term) 9.7% 13.0% 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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