Worth Primary School

Worth Primary School is a smaller-than-average primary in a single academy trust, serving a relatively affluent community. Following its first full inspection since the last graded inspection, the school has been judged to be meeting the expected standard across all evaluated areas, including achievement, attendance, behaviour, curriculum and teaching, early years, inclusion, leadership and governance, and personal development. Safeguarding requirements are met, with an open and positive culture of safeguarding in place. Pupils are happy, behave well, and benefit from a broad curriculum and extensive extra-curricular opportunities, including music and charity enterprise work. Outcomes in reading, writing and mathematics are generally in line with or above national averages, and attendance remains above national figures with persistent absence well below national levels.

Strengths

• Safeguarding standards are met, with an open and positive culture where concerns are actively identified and managed.
• Pupils achieve well in phonics, the multiplication tables check and writing, with results consistently in line with or above national averages.
• Children make a positive start in Reception and leave well prepared for Year 1, with early reading taught effectively.
• Pupils are happy, behave well, and enjoy positive relationships with staff and peers.
• Attendance is above national figures for all groups, and persistent absence remains below national levels.
• A well-thought-out curriculum sets out clear learning, with topic work sparking curiosity.
• Leaders identify SEND and disadvantaged pupils' needs quickly, providing effective support in English and mathematics.
• Trustees make a valuable contribution, broadening skills and monitoring attendance, behaviour and safeguarding carefully.
• Personal development is a priority, with a wide range of clubs, sports, music, trips and residential visits.
• Parents and staff speak positively about the school, and leaders foster a culture of collaboration and care.

Areas for Improvement

• Achievement is not as consistent across the wider curriculum as it is in English and mathematics.
• Some disadvantaged pupils and pupils with SEND do not develop the same depth of knowledge in parts of the wider curriculum.
• Teachers do not use assessment information consistently enough to inform future learning in some subjects beyond English and mathematics.
• Learning is not always adapted precisely enough for some pupils with SEND in other subjects.
• A small number of pupils with SEND do not build knowledge and skills as securely as they could across the curriculum.
• Attendance remains a variable picture for a small number of pupils, and improvements have not been as rapid as leaders would like.
• Disadvantaged pupils' reading attainment is below the national average for disadvantaged pupils.

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 Worth Primary School attended 96.6% of sessions (the national figure for primary schools was 94.8%). 6.1% 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, 0.5% of pupils at Worth 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 Worth Primary School had 20.2 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, 7.6% of pupils at Worth Primary School were on SEN support (nationally 15.4%) and 2.0% 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 2024–25 Worth Primary School received £6,136 and spent £5,981 for each of its 206 pupils. It ended the year with reserves of £327,000 (£1,587 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). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

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What is Worth Primary School's Ofsted rating?

The latest Ofsted rating for Worth Primary School is Expected standard, from an inspection in September 2026.

When was Worth Primary School last inspected by Ofsted?

Worth Primary School was last inspected in September 2026.

How many pupils does Worth Primary School have?

Worth Primary School has 197 pupils on roll.

What age range does Worth Primary School cover?

Worth Primary School for pupils aged 4 to 11.

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

In 2025, 65% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Worth Primary School?

Worth Primary School is at Birch Road, Poynton, Cheshire, SK12 1QA.