Halton Lodge Nursery & Primary School

Halton Lodge Nursery & Primary School

Address: Grangeway, Runcorn, Cheshire, WA7 5LU Unique reference number (URN): 149959

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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 rightly prioritised pupils' behaviour and attendance. They have been determined in their work to improve attendance, and pupils now attend more often. This is especially true for pupils who were previously persistently absent. Leaders identify concerns early and act quickly. They work closely with families and external agencies to remove barriers to attendance. As a result, absence for all groups improved significantly last year, especially for those pupils who were persistent absentees. Current attendance figures for this year are well above national averages,

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Attendance and behaviour Expected standard

Pupils generally behave well. Children in the early years have settled quickly and show positive attitudes to school life. Both in and outside of the classroom, pupils follow routines, listen carefully and enjoy working with others. Older pupils act as role models for younger children. Pupils move around the school safely and respectfully, following well ‑ established routines. Staff use a shared approach to promoting positive behaviour and apply the policy consistently. Bullying is uncommon, and when it does occur, staff deal with it quickly and effectively. Leaders make sure that the school is a safe environment. Inclusive approaches, such as ‘thinking time’ and ‘soft starts’, help pupils who may find it difficult to manage their emotions, which helps them to regulate and return to learning calmly.

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Early years Expected standard

Leaders prioritise the early years and have a clear vision for providing high ‑ quality early education. The curriculum is carefully designed so that children make progress across all 7 areas of learning. Staff build warm, trusting relationships with children, and the introduction of nursery provision is helping them flourish. Staff establish routines quickly, which helps children settle and feel secure.

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Early years Expected standard

The curriculum places a deliberate emphasis on communication and language, early reading and early mathematics. Children begin phonics as soon as they start Reception Year and use their growing knowledge of sounds to read simple words. Leaders organise the learning environment effectively, both indoors and outdoors, so it reflects children’s needs. Activities such as water play with pipettes help children develop their fine motor skills.

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Early years Expected standard

Adults quickly build an accurate picture of each child and adapt learning so children receive the support they need. They develop children’s vocabulary through high ‑ quality interactions and use effective strategies to extend learning. Children respond with enthusiasm to practical tasks and enjoy quieter moments, such as sharing a story with an adult.

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Early years Expected standard

Routines for supporting children with additional needs, including those with special educational needs and/or disabilities, are well established. Leaders form positive relationships with parents and carers, which support learning at home. By the end of Reception, more children secure the knowledge and skills they need for Year 1.

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Inclusion Expected standard

Leaders work closely with the trust and external specialists to identify pupils’ needs at an early stage and reduce barriers to learning. Staff use clear systems to check pupils’ needs in both the main school and the specially resourced provision for pupils with special educational needs and/or disabilities (SEND). When pupils need extra help, leaders act quickly so that pupils with SEND, those who are disadvantaged and those facing wider challenges receive the right support for their learning and wellbeing.

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Inclusion Expected standard

Leaders use pupil premium funding carefully to remove barriers for disadvantaged pupils. This funding improves attendance, behaviour and engagement in learning and ensures pupils can take part in enrichment activities they might otherwise miss.

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Inclusion Expected standard

Leaders support pupils who are known, or previously known, to social care by working closely with external agencies and families. They make sure these pupils feel safe, attend well and access the help they need.

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Inclusion Expected standard

Staff generally use effective strategies in the classroom. They adapt learning activities, offer additional resources and provide pastoral support when needed. Pupils with SEND usually learn alongside their classmates and follow the same ambitious curriculum. The specially resourced provision offers specialist support while keeping pupils connected to the wider school community.

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Inclusion Expected standard

Leaders also support pupils who face social or emotional difficulties or whose circumstances make learning more challenging. Their focus on building strong foundations is beginning to show in pupils’ work and attitudes.

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Leadership and governance Expected standard

Leadership and staffing at the school has changed significantly since the school joined the trust in January 2024. There is now a stable and experienced team in place. Governance has been strengthened. Leaders, governors and trustees know the school, its community and its pupils well. They understand the school’s strengths and have identified the right priorities for improvement. They act in pupils’ best interests and take timely, well ‑ managed action that is already making a difference. Governors and trustees meet their statutory duties and provide appropriate support and challenge.

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Leadership and governance Expected standard

Leaders identify priorities clearly and focus on the areas that will have the greatest impact. Appropriate strategies are put in place to address weaknesses and sustain improvement. A well-planned professional development programme helps staff develop the knowledge and skills needed to support pupils more effectively. Staff appreciate leaders’ clear communication and their willingness to explain the reasons for change.

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Leadership and governance Expected standard

Leaders are mindful of staff workload and wellbeing and make sure appropriate support is in place, including for early career teachers. Staff appreciate that any concerns they may raise are listened to and addressed. These actions help staff feel valued and able to carry out their roles effectively. Partnerships with parents continue to improve. Workshops and guidance help families support learning and keep children safe.

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Personal development and wellbeing Expected standard

Leaders have developed a clear and well ‑ structured programme for personal development that reflects pupils' needs. They understand the barriers pupils face and the gaps in their lived experiences. Leaders use this knowledge to shape meaningful opportunities. They ensure that the programme is inclusive so that pupils with special educational needs and/or disabilities, and those who are disadvantaged, can access it fully. High ‑ quality pastoral support ensures that staff identify and address pupils’ needs quickly. When pupils require additional help, leaders provide access to specialist support, such as play therapy and mental health services.

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Personal development and wellbeing Expected standard

The personal development programme is enriched through well ‑ planned visits and visitors. For example, visits from the fire service and local lifeguards help pupils understand risk and learn important personal safety techniques. Residential visits in Years 3, 5 and 6 build pupils’ independence and broaden their experiences beyond their local community. Through this programme, pupils develop secure knowledge of fundamental British values and healthy lifestyles. The relationships and sex education and health education curriculum teaches pupils how to stay safe online and offline. Older pupils show a good understanding of the risks associated with smoking and vaping. They also understand consent, healthy relationships and the characteristics that are protected by law. Despite this, pupils speak less confidently about different faiths and beliefs, although they can explain why respect and tolerance matter and why discrimination should never be accepted.

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Personal development and wellbeing Expected standard

All pupils benefit from a wide range of opportunities to develop their talents and interests. These include extra ‑ curricular activities in art, music and a variety of sports. Year 6 pupils particularly value the Reception 'buddy' scheme, which gives them the chance to inspire younger children. This helps them develop a strong sense of pride and responsibility.

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Achievement Needs attention

Although pupils' attainment by the end of Year 6 in 2025, including for disadvantaged pupils and those with additional barriers, was broadly in line with national averages, the current picture is variable. Younger pupils achieve well in early reading, writing and number knowledge, securing the foundations needed for later success. However, the inconsistencies in teaching mean that pupils' progress through the curriculum is variable, particularly in key stage 2. Despite the school starting to address gaps in pupils' knowledge, there remains more to do. Many pupils do not secure accurate letter formation, handwriting or spelling and this hinders their progress. As a result, some pupils are not as well prepared as they should be for the next stage of learning.

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Achievement Needs attention

Pupils with special educational needs and/or disabilities and other vulnerable groups benefit from targeted support and generally make suitable progress. Leaders track pupils carefully to ensure that they also make secure progress from their starting points.

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Curriculum and teaching Needs attention

With support from the trust, leaders have worked quickly over the last academic year to improve the curriculum. They have a clear strategic direction and ensure that the curriculum is ambitious, well sequenced and helps pupils build their learning over time. Leaders check the implementation of the curriculum closely and know that teaching remains variable.

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Curriculum and teaching Needs attention

Leaders prioritise strong foundations in early reading, vocabulary and number so pupils gain the essential knowledge they need. However, in some lessons, pupils’ needs are not fully met. Weaknesses in the previous curriculum mean that some pupils’ basic knowledge, particularly in key stage 2, is not secure. Teachers do not always use assessment information well enough to identify and address gaps in pupils’ learning. They move on to new content before pupils are ready. As a result, pupils do not build securely on what they already know. These gaps then persist over time. This is most evident in writing and in subjects, such as history, geography and some areas of science. Where teaching is more effective, such as phonics and early reading, pupils’ outcomes have improved.

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Curriculum and teaching Needs attention

Teaching for pupils with special educational needs and/or disabilities (SEND) is generally effective. Staff adapt learning activities so pupils with SEND can access the same curriculum as their peers although some inconsistencies remain.

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

Pupils enjoy coming to Halton Lodge, where warm relationships help them feel happy, safe and valued. They speak positively about the adults who support them and say there is always someone they can talk to if they are worried. Pupils understand the school’s values of ‘inspire, believe, achieve’ and try their best to live these out in their everyday activities.

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

Leaders have high expectations for what pupils can achieve. They have acted quickly to bring about improvements in many aspects of school life and have been ably supported by the trust. While published outcomes by end of key stage 2 in 2025 show pupils achieving broadly in line with national figures, this is not yet the case for all pupils currently. There have been improvements in phonics and reading in key stage 2, but gaps remain in pupils’ learning. For example, some pupils struggle with their recall of times tables and with basic skills, such as handwriting, spelling and presentation. As a result, some pupils are not fully prepared for the next stages of their education.

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

Pupils generally behave well. They understand the routines that help keep the school calm and orderly. Pupils are respectful and usually kind towards one another. They say bullying is rare but if it does occur, they are confident staff will deal with it quickly. More pupils are now in school and able to take part in their learning as a result of the work leaders have done to improve attendance.

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

Pupils relish the opportunities they have to develop their talents and interests. They particularly enjoy performing outside school through choir and inter-school sports competitions. Pupils value the broad range of trips, residential visits, clubs and special visitors. Pupils with special educational needs and/or disabilities (SEND), including those in the specially resourced provision for pupils with SEND, take a full and active part in all aspects of school life.

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Next steps

Leaders should strengthen the consistency of curriculum implementation so that teaching meets pupils’ needs reliably across all subjects and year groups, particularly in key stage 2. Leaders should ensure that assessment is used precisely to identify and address gaps in pupils’ knowledge, so that pupils build securely on prior learning and achieve well over time. Leaders should continue their work to improve pupils’ basic skills in writing, including letter formation, handwriting and spelling, so that pupils produce accurate, fluent work across the curriculum.

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About this inspection

This school is part of The Weaver 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), Annette Williams, and overseen by a board of trustees, chaired by Matt Lord.

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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 14th September and 15th 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 the headteacher, senior leaders, trustees, members of the local governing board and the CEO during the inspection. They also spoke with several pupils, staff and 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 includes provision for up to 8 pupils with special educational needs and/or disabilities. The provision caters for pupils with social, emotional and mental health needs at key stage 1.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. The school joined a multi-academy trust and there has been a change in leadership. It now has a nursery provision for 3-year-olds, which opened in September 2025.

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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 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

2024/25 (final) 69% 62% 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) 72% 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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average

2024/25 (final) 78% 72% 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) 72% 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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average

2024/25 (final) 71% 63% 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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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) 71% 61% 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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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.

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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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