St Wilfrid's Catholic Primary SchoolOfsted report card, 29 Sept 2026

St Wilfrid's Catholic Primary School

Address: Greenbank Lane, Hartford, Northwich, Cheshire, CW8 1JW Unique reference number (URN): 111461

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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

Pupils achieve well across the curriculum and develop secure knowledge and skills over time. In reading, writing and mathematics, pupils gain the essential foundations needed for future learning and apply their understanding with increasing confidence. Across subjects, pupils build effectively on prior learning, remember important knowledge and make links between different areas of the curriculum.

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Achievement Expected standard

Pupils achieve the aims of the curriculum effectively. Older pupils draw on their understanding of chronology to explain historical events and their significance. Younger pupils discuss scientific ideas and artistic techniques using relevant vocabulary. As they move through the school, pupils develop a broad understanding of the subjects they study.

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Achievement Expected standard

The curriculum is accessible to all pupils, including those with special educational needs and/or disabilities. Adaptations and support enable pupils to achieve well from their starting points. By the time they leave the school, pupils are prepared well for the next stage of education. Leaders recognise that increasing the proportion of pupils attaining higher standards in writing remains a priority.

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Attendance and behaviour Expected standard

Leaders prioritise attendance effectively and work closely with families to ensure that pupils come to school regularly and are ready to learn. Leaders know pupils and families well and identify any barriers to regular attendance. Leaders tailor support to individual circumstances, including home visits, prompt follow-up when pupils are absent and pastoral support where needed. As a result, attendance has improved markedly and persistent absence has fallen. This improvement is evident for disadvantaged pupils and pupils with special educational needs and/or disabilities. However, leaders recognise that their analysis of attendance information could be more precise to ensure that attendance continues to improve for pupils across the school.

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Attendance and behaviour Expected standard

Leaders have created a calm and friendly school where pupils know what is expected and they rise to those expectations. Clear routines shape daily life and help pupils settle quickly, focus on their learning and make the most of their time in school. In lessons, pupils listen attentively and work well with others. Around school, they move sensibly and treat one another with respect. Staff respond calmly and consistently when pupils need support, helping them manage their emotions and stay engaged in learning. Pupils say that they feel safe and trust staff to help with any worries. Staff deal promptly with any incidents of unkindness. Suspensions are rare and used appropriately.

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Curriculum and teaching Expected standard

Leaders have taken thoughtful steps to strengthen the quality of education since the previous inspection. They have refined the curriculum so that learning in each subject builds in a clear sequence and helps pupils to develop the knowledge and skills they need for future learning. Leaders keep a close eye on how well these plans are implemented. Through regular checks, leaders assure themselves that pupils are learning the intended curriculum and retaining important knowledge over time. Staff benefit from training that has sharpened classroom practice. As a result, teaching supports pupils effectively as they learn new concepts and deepen their understanding. Teachers use curriculum plans to help pupils connect new learning to what they already know. This enables staff to help pupils to build knowledge well across different subjects.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum is inclusive. Pupils with special educational needs and/or disabilities study the same ambitious curriculum as their classmates. Staff adapt support so that these pupils can take part in learning and achieve success alongside their peers.

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Curriculum and teaching Expected standard

Leaders understand what the school does well alongside any areas for improvement. While pupils make progress through the writing curriculum, leaders recognise that the current approach is not yet enabling enough pupils to reach higher standards.

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Early years Expected standard

Leaders have created a curriculum that gives children a secure start to their education. Staff focus on developing children's language and communication. They work closely with parents and carers to understand each child's starting point and adapt learning to meet their needs and interests. Staff know children well and ensure that all receive the support they need, including children with special educational needs and/or disabilities.

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Early years Expected standard

Learning is built around carefully chosen books and engaging experiences that capture children's curiosity. Staff help children settle quickly and develop positive relationships. They encourage children to become increasingly independent. Children quickly learn routines and approach their learning with confidence and enthusiasm.

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Early years Expected standard

Teaching makes the most of children's interests and encourages them to explore for themselves. Staff introduce new vocabulary through conversation and practical activities. They encourage children to talk about their learning and build on what they already know. In phonics, staff introduce children to the sounds and letters they need to begin reading successfully. Staff model early writing and provide support when needed. This helps children develop confidence in forming letters and recording their ideas.

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Early years Expected standard

Children typically progress well through the early years curriculum. By the end of the Reception Year, they are well prepared for the move into Year 1.

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Inclusion Expected standard

Leaders are committed to supporting pupils who face barriers to learning or wellbeing. Staff know pupils and their families well. Leaders identify needs quickly and provide support that helps pupils access learning and take part in school life effectively. This is particularly evident for pupils who join the school throughout the year, including those arriving from other countries. These pupils settle quickly and become part of the school community.

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Inclusion Expected standard

Inclusion is central to leaders' work. Pupils with special educational needs and/or disabilities learn alongside their peers well and benefit from carefully adapted support. They participate in lessons, clubs and other opportunities available to their classmates. Leaders use additional funding to reduce barriers for disadvantaged pupils. Staff support pupils known, or previously known, to social care and others whose circumstances make them vulnerable. Close partnerships with families help pupils to feel safe and be ready to learn. As a result, pupils who might otherwise be at risk of missing out on education, engage successfully with learning and school life.

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Inclusion Expected standard

Leaders monitor each pupil's achievement and access to experiences well. However, their analysis of information about different groups of pupils is less well developed. Consequently, leaders do not always have as clear a picture of how the experiences and outcomes of different groups compare.

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Leadership and governance Expected standard

Leaders, and governors, provide stable leadership and have a secure understanding of the school's strengths and priorities. Leadership has been particularly effective in some areas of the school's work such as an effective personal development programme that reflects the needs and experiences of pupils and the wider community. Leaders have also established a consistent approach to behaviour. Staff and pupils understand what is expected. This contributes to the calm atmosphere seen throughout the school.

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Leadership and governance Expected standard

Governors know the school well and share leaders' commitment to continued improvement. They fulfil their statutory responsibilities and provide appropriate support and challenge. Through regular monitoring, governors maintain oversight of the school's key priorities.

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Leadership and governance Expected standard

Leaders value staff wellbeing and work closely with staff when identifying priorities for improvement. Training helps staff to develop their knowledge and skills and supports consistency across the school. Leaders maintain positive relationships with the diocese and other partners. Parents are very supportive of the work of the school. They especially appreciate the support that pupils with additional needs receive from staff.

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Leadership and governance Expected standard

Leaders and governors carry out their responsibilities effectively and remain focused on securing positive outcomes for pupils. This helps to ensure that most pupils attend well and achieve well. Nevertheless, leaders recognise that there is scope to strengthen the way that they analyse information. This would help them to identify emerging patterns more readily and evaluate the impact of their actions more precisely.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils’ personal development plays an important part in school life. Lessons and wider experiences reflect the school’s community and help pupils to understand themselves and the wider world better. Pupils develop a broad appreciation of people, beliefs and experiences beyond their own. They learn about different faiths and traditions. Pupils consider viewpoints that differ from their own and discuss fairness and equality. This helps them to develop respect and consideration for others.

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Personal development and wellbeing Expected standard

Leaders place a high priority on pupils’ wellbeing. Staff know pupils well. Staff recognise when pupils need extra support and they respond appropriately. Pupils trust staff and speak confidently about where they can go for support. Leaders' work in this area helps pupils feel to feel safe. Pupils who join the school in later years say, 'it feels as if I have always been here’.

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Personal development and wellbeing Expected standard

Leaders ensure that learning beyond the classroom is available to all pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities. Visits and visiting speakers enrich the curriculum and bring learning to life in subjects such as history and science. Residential trips encourage pupils to try new things and develop independence. Leaders ensure that cost is not a barrier to participation.

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Personal development and wellbeing Expected standard

Pupils know how to keep themselves safe on and offline. They discuss important issues, such as conflict and discrimination, with maturity. Pupils show respect for others and play a positive part in school life. Staff ensure that pupils develop practical life skills. For instance, younger pupils learn to manage money through activities such as the daily toast sale. Older pupils take increasing responsibility through fundraising and enterprise activities. As a result, pupils develop a secure understanding of financial responsibility and the importance of contributing to their community. Pupils leave school prepared well for the future.

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

Pupils achieve well at St Wilfrid’s. Many join the school from countries across the world and quickly become part of school life. Guided by the school’s Catholic values of welcome, respect and care for others, staff work closely with families to ensure that everyone feels included.

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

Staff identify pupils’ needs quickly and provide effective support. This helps pupils to develop secure knowledge and skills across the curriculum. They read fluently and develop a love of books. As they move through the school, pupils build on earlier learning successfully. They draw on their secure recall of times tables to tackle more demanding mathematical work and also develop fluent, joined up handwriting. Pupils approach learning with enthusiasm and are well prepared for the next stage of education. Pupils with special educational needs and/or disabilities make progress from their starting points because barriers to learning are identified and addressed effectively.

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

Respectful relationships shape daily life at the school. Pupils are proud to belong here and make the most of the opportunities available to them. Pupils represent the school in sporting events, perform in productions, attend clubs and take on leadership responsibilities. These experiences broaden pupils’ horizons and help them to develop confidence, responsibility and an understanding of the world beyond their immediate surroundings.

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

Pupils flourish at St Wilfrid’s. They feel safe and trust staff to help them when needed. Behaviour is consistently positive because pupils understand and meet the school's expectations to be ‘ready, respectful and safe’. Pupils work hard in lessons and enjoy playing together at social times. Leaders deal with any incidents of unkindness or bullying swiftly and effectively. Leaders' work with pupils and families is helping to improve attendance. More pupils now attend school regularly and benefit fully from all that the school offers.

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Next steps

Leaders should further strengthen their work to identify and address barriers to attendance so that pupils who are most absent, particularly disadvantaged pupils and pupils with special educational needs and/or disabilities, continue to improve how often they are in school. Leaders should enhance their oversight of the school's work around pupils' achievement and attendance, to enable governors to hold leaders more effectively to account for the impact of leaders' actions. Leaders should ensure that staff receive effective training to embed the writing curriculum consistently well, so that teachers can support more pupils to develop the skills needed to achieve greater depth in writing.

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About this inspection

The chair of the board of governors in this school is Elaine Morrissey.

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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 from 29 to 30 September 2026.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with senior leaders and representatives of the local authority and diocese during the inspection.

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About this inspection

Inspectors confirmed the following about the school:

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About this inspection

This school is registered as having a Catholic religious character. It is in the Diocese of Shrewsbury. Its last section 48 inspection was February 2025.

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About this inspection

The school currently uses no alternative provision.

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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 29 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. National average: 26.5%

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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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(provisional)

2024/25 (final) 62% 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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(provisional)

2023/24 (final) 80% 74% 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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national average

2024/25 (final) 76% 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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(provisional)

2024/25 (final) 69% 74% Close to average

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(provisional)

The Key Stage 2 data we used for this inspection has not yet been published; therefore, we have not provided it alongside this school's report card. ‘R’ in the table indicates that the data is not yet available. We will update the table when the Department for Education publishes the data for the latest academic year.

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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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(provisional)

The Key Stage 2 data we used for this inspection has not yet been published; therefore, we have not provided it alongside this school's report card. ‘R’ in the table indicates that the data is not yet available. We will update the table when the Department for Education publishes the data for the latest academic year.

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(provisional)

‘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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(provisional)

The Key Stage 2 data we used for this inspection has not yet been published; therefore, we have not provided it alongside this school's report card. ‘R’ in the table indicates that the data is not yet available. We will update the table when the Department for Education publishes the data for the latest academic year.

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(provisional)

‘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) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 5.4% 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

2025/26 (1 term) 11.4% 14.4% Close to average

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national average

2024/25 (3 term) 15.6% 13.0% Close to average

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national average

2023/24 (3 term) 11.8% 14.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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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