Warrender Primary School

Warrender Primary School is a highly effective school that was judged to reach a strong standard in every area inspected — achievement, attendance and behaviour, curriculum and teaching, early years, inclusion, leadership and governance, and personal development and wellbeing. Pupils achieve highly across a broad, ambitious curriculum, with Year 6 outcomes in reading, writing and mathematics above national averages and strong phonics results at the end of Year 1. Children in the early years get off to a flying start, particularly in early reading, and pupils with special educational needs and/or disabilities and those facing other barriers learn alongside their peers and achieve well from their starting points. Behaviour and attendance are notable strengths. Pupils are described as highly motivated, calm and respectful, bullying is rare, and attendance is consistently high because leaders track concerns and act early. Staff know pupils well and are skilled at supporting their social, emotional and behavioural needs, while a wide programme of personal development, pupil leadership and enrichment — including deliberate efforts to ensure disadvantaged pupils can access clubs and opportunities — builds confidence, resilience and a strong sense of belonging. Leadership is strong: governors have robust oversight arrangements, professional development is sharply focused, and staff feel valued and supported. The main area to watch lies in published outcomes for disadvantaged pupils, where the small cohorts involved mean several figures are suppressed. Where data is available, disadvantaged pupils' combined reading, writing and mathematics results and their reading results sit below national averages, with a sizeable gap compared with non-disadvantaged pupils nationally. The report's only next step is for leaders and governors to sustain the effectiveness of their work in all areas and continue driving improvement for all pupils, including disadvantaged pupils, those with SEND and those known to children's social care.

Strengths

• Pupils achieve highly, with Year 6 reading, writing and mathematics outcomes above national averages
• Strong phonics results at the end of Year 1 help pupils read confidently across the wider curriculum
• An ambitious, logically sequenced curriculum builds detailed knowledge and confident subject-specific vocabulary
• Teachers have excellent subject knowledge and address gaps and misconceptions so pupils keep up
• Children in the early years get off to a flying start, particularly in early reading and spoken language
• Attendance is consistently high, with early action taken to address concerns
• Pupils' behaviour is excellent and classrooms are calm, positive environments where learning is not interrupted
• Pupils with SEND and those facing other barriers learn alongside their peers and achieve highly from their starting points
• Inclusion is at the forefront of the school's work, with strong pastoral support and trusting relationships with parents
• Disadvantaged pupils benefit from targeted support and deliberate action to ensure they access enrichment opportunities
• Leaders and governors have an accurate understanding of the school's strengths and next steps, underpinned by robust evidence
• Staff feel valued and well supported, including those at the early stages of their careers
• Personal development is a strength, with meaningful pupil leadership and community engagement opportunities
• Pupils develop respect for difference, fundamental British values and an understanding of how to keep themselves safe
• Parents and the local community value the school and work collaboratively to support it

Areas for Improvement

• Disadvantaged pupils' combined reading, writing and mathematics outcomes are below national averages, with a sizeable disadvantage gap
• Disadvantaged pupils' reading outcomes trail national averages by a notable margin
• Disadvantaged pupils' mathematics outcomes are close to, but below, national averages
• Small disadvantaged cohorts mean much of the published performance data is suppressed, limiting the picture of these pupils' outcomes
• Leaders must sustain effectiveness across all areas and continue improving outcomes for disadvantaged pupils, those with SEND and those known to children's social care

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Warrender Primary School attended 96.2% of sessions (the national figure for primary schools was 94.8%). 6.6% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.7% of pupils at Warrender Primary School were suspended at least once (nationally 1.1%). One pupil was permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Warrender Primary School had 23.5 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 15.5% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 12.7% of pupils at Warrender Primary School were on SEN support (nationally 15.4%) and 0.7% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Warrender Primary School received £6,457 and spent £6,314 for each of its 434 pupils. It ended the year with reserves of £376,000 (£866 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Hillingdon · Hillingdon local authority: places and applications

What is Warrender Primary School's Ofsted rating?

The latest Ofsted rating for Warrender Primary School is Strong standard, from an inspection in February 2026.

When was Warrender Primary School last inspected by Ofsted?

Warrender Primary School was last inspected in February 2026.

How many pupils does Warrender Primary School have?

Warrender Primary School has 441 pupils on roll.

What age range does Warrender Primary School cover?

Warrender Primary School for pupils aged 3 to 11.

What are Warrender Primary School's SATs (KS2) results?

In 2025, 76% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Warrender Primary School?

Warrender Primary School is at Old Hatch Manor, Ruislip, Middlesex, HA4 8QG.