Well Green Primary School

Overall, Well Green Primary School is performing at the expected standard, with most areas meeting expectations and safeguarding requirements met. This was a section 8 inspection treated as a full section 5 inspection, and the school no longer requires special measures. The headteacher has been in post since September 2025, and many governors are new. Pupils achieve well: key stage 2 attainment in reading, writing and mathematics is well above national averages, phonics and multiplication tables outcomes are strong, attendance is above average, and pupils behave well in lessons. The curriculum is ambitious and logically sequenced, personal development is coherent, and staff are proud to work at the school. Leaders acted quickly after the previous inspection to improve safeguarding and record-keeping. However, there are clear areas needing improvement. Early years provision and leadership and governance need attention. Some early years teaching, activities and interactions do not consistently build the intended knowledge or adapt to children's needs, so some vulnerable children are less ready for Year 1. Some pupils, particularly disadvantaged pupils, do not develop writing fluency, spelling, handwriting and grammar as well as their peers, and disadvantaged pupils' combined reading, writing and mathematics and mathematics outcomes show large gaps against national non-disadvantaged averages. Some vulnerable pupils without an EHC plan and some most-able pupils do not make the progress they are capable of, partly because assessment is not always used to match activities to starting points. Behaviour is generally positive, but staff do not consistently reinforce expectations at social times and transitions, which particularly affects younger pupils' self-regulation. Governors do not yet have a sufficiently precise overview of the quality of education, especially for disadvantaged pupils, so cannot check leaders' impact robustly. The next steps focus on revising the writing curriculum, applying behaviour expectations consistently, and ensuring early years interactions, activities and adaptations match children's starting points.

Strengths

• Pupils' attainment in reading, writing and mathematics at the end of key stage 2 is well above the national average.
• Pupils attain highly in the phonics screening check and above average in the multiplication tables check.
• Older pupils recall prior learning well and use it to solve increasingly complex problems, especially in mathematics.
• Most pupils achieve well across a range of subjects, and pupils with SEND usually make suitable progress from their starting points.
• Attendance is above the national average, and leaders support pupils at risk of persistent absence effectively.
• Pupils behave well in lessons, show positive attitudes to learning, and there have been no suspensions or permanent exclusions.
• Bullying and discriminatory behaviour are rare and are not tolerated when they occur.
• The curriculum is ambitious, carefully sequenced from Nursery to Year 6, and staff typically have secure subject knowledge, particularly in mathematics.
• Leaders have an accurate understanding of curriculum quality and have begun acting on identified writing weaknesses.
• Leaders build positive relationships with parents and identify SEND and disadvantaged needs early, using additional funding thoughtfully.
• Personal development is coherent, with pupils learning about safety, health, different faiths and cultures, and taking on leadership roles.
• Pupils enjoy a wide range of clubs, visits and cultural celebrations, and disadvantaged pupils are helped to take part.
• Early years reading is prioritised, with children enjoying stories and rhymes and receiving timely support to catch up.
• Staff are proud to work at the school and leaders consider their workload and wellbeing.
• Since the previous inspection, leaders have acted quickly to address weaknesses and improve safeguarding record-keeping.

Areas for Improvement

• Some early years teaching, activities and staff interactions do not consistently help children learn the intended curriculum or adapt to their needs.
• Some vulnerable children, including some without an EHC plan, are not as ready for Year 1 as they could be.
• Some disadvantaged pupils do not develop spelling, handwriting and grammar accuracy as well as their peers, limiting writing fluency across subjects.
• Some vulnerable pupils without an EHC plan and some most-able pupils do not make the progress they are capable of.
• Some teachers do not routinely use assessment information to match activities to pupils' starting points, including for pupils with SEND without an EHC plan.
• Governors do not have a sufficiently clear overview of the quality of education, particularly for disadvantaged pupils, so cannot check leaders' impact precisely.
• Some staff do not consistently reinforce behaviour expectations at social times and transitions, particularly affecting younger pupils' self-regulation.
• Disadvantaged pupils' outcomes in combined reading, writing and mathematics and in mathematics are well below national non-disadvantaged averages, with large gaps.
• Leaders should revise the writing curriculum so pupils develop spelling, handwriting and grammar from an early age, particularly disadvantaged pupils.
• Leaders should ensure adults use interactions, activities and adaptations to match children's starting points so children learn and remember more.

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 Well Green Primary School attended 95.7% of sessions (the national figure for primary schools was 94.8%). 8.8% 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, 0.0% of pupils at Well Green Primary School were suspended at least once (nationally 1.1%). No pupils were 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 Well Green Primary School had 23.9 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 31.5% 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, 9.3% of pupils at Well Green Primary School were on SEN support (nationally 15.4%) and 2.2% 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 Well Green Primary School received £6,058 and spent £6,360 for each of its 225 pupils. It ended the year with a deficit of £21,000 (-£95 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
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All schools in Altrincham · Trafford local authority: places and applications

What is Well Green Primary School's Ofsted rating?

The latest Ofsted rating for Well Green Primary School is Needs attention, from an inspection in July 2026.

When was Well Green Primary School last inspected by Ofsted?

Well Green Primary School was last inspected in July 2026.

How many pupils does Well Green Primary School have?

Well Green Primary School has 226 pupils on roll.

What age range does Well Green Primary School cover?

Well Green Primary School for pupils aged 3 to 11.

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

In 2025, 91% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Well Green Primary School?

Well Green Primary School is at Briony Avenue, Hale, Altrincham, Cheshire, WA15 8QA.