Halebank CofE Primary School

Halebank CofE Primary is a small Church of England primary school that has improved since its previous inspection and is now judged good across all inspected areas. Pupils are happy, kind and polite, behaviour is strong, and relationships between pupils and staff reflect the school’s values. The school has high expectations, including for pupils with special educational needs and/or disabilities (SEND), and has revised its curriculum to be broad and ambitious. Reading and phonics are prioritised and taught effectively, pupils with SEND are identified early and included fully, and pastoral support is strong. Leaders have addressed the issues raised at the last inspection and most pupils achieve well, but legacy weaknesses in the curriculum and the impact of the COVID-19 pandemic mean some older pupils still have gaps in their knowledge. In a few subjects, the essential knowledge pupils should learn has only recently been defined, so staff are not always clear about what pupils should know and remember and the order in which it should be taught. Personal development is generally strong, with a wide range of trips, clubs and pupil responsibilities, although pupils’ understanding of fundamental British values and equality and diversity is less secure. Safeguarding is effective. Governors provide strong support and challenge, staff value the culture of teamwork and attention to workload, and attendance and punctuality have improved through successful work with families. The school should now focus on closing older pupils’ remaining knowledge gaps and making subject knowledge expectations clear across all subjects.

Strengths

• Warm, welcoming school with strong pupil-staff relationships and clear values
• Pupils are kind, polite and behave well in lessons and at playtimes
• High expectations for pupils’ achievement, including those with SEND
• Broad and ambitious revised curriculum with well-ordered knowledge in most subjects
• Effective reading and phonics provision, with swift catch-up for pupils falling behind
• Early identification of SEND and full participation in all aspects of school life
• Strong pastoral support for pupils’ social and emotional needs and their families
• Wide range of trips and clubs that develop talents and raise aspirations
• Pupils take on meaningful roles and responsibilities, including school council and subject ambassadors
• Improved attendance and punctuality through successful work with families
• Governors support and challenge the school effectively
• Positive staff culture with teamwork and consideration of workload
• Effective safeguarding arrangements

Areas for Improvement

• Some older pupils have gaps in knowledge due to the legacy of a weaker curriculum and COVID-19 disruption
• In a few subjects, essential knowledge has only recently been defined, so staff are not fully clear what pupils should learn and in what order
• Pupils’ understanding of fundamental British values and equality and diversity is less secure

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 Halebank CofE Primary School attended 91.6% of sessions (the national figure for primary schools was 94.8%). 24.1% 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, 4.3% of pupils at Halebank CofE 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 Halebank CofE Primary School had 17.8 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% 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, 29.2% of pupils at Halebank CofE 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 Halebank CofE Primary School received £9,753 and spent £10,755 for each of its 89 pupils. It ended the year with reserves of £10,000 (£115 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 Widnes · Halton local authority: places and applications

What is Halebank CofE Primary School's Ofsted rating?

The latest Ofsted rating for Halebank CofE Primary School is Good, from an inspection in October 2024.

When was Halebank CofE Primary School last inspected by Ofsted?

Halebank CofE Primary School was last inspected in October 2024.

How many pupils does Halebank CofE Primary School have?

Halebank CofE Primary School has 89 pupils on roll.

What age range does Halebank CofE Primary School cover?

Halebank CofE Primary School for pupils aged 4 to 11.

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

In 2025, 46% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Halebank CofE Primary School?

Halebank CofE Primary School is at Heathview Road, Halebank, Widnes, Cheshire, WA8 8UZ.