Westbrook Old Hall Primary School

Westbrook Old Hall Primary School is a school that has faced significant instability in leadership and teaching, and while current leaders have a clear understanding of its strengths and weaknesses and have begun making improvements with trust support, these efforts are still in their early stages. As a result, pupils' achievement by the end of Year 6 is below the national average in reading, writing and mathematics, with gaps in essential knowledge and skills that are not consistently addressed in teaching. The curriculum has recently been revised to be more ambitious, but delivery remains inconsistent across classes and subjects, and pupils do not always recall prior learning well enough to build on it. On a positive note, the early years provides a nurturing environment where children develop communication and phonics skills well, and personal, social and emotional development is a notable strength. Pupils feel safe and cared for, behaviour is generally good, and attendance has improved to be close to national averages. However, some pupils, particularly those with SEND or disadvantaged backgrounds, do not receive the tailored support they need to overcome barriers to learning, and their outcomes remain lower than they should be. The school has introduced new systems to identify and address these needs, but their impact is not yet fully realised. Safeguarding standards are met, and pupils trust adults and report no worries about bullying. The newly formed interim executive committee is strengthening governance, but there is still work to do to ensure consistent high expectations of behaviour, a well-sequenced early years curriculum, and a personal development programme that deepens pupils' understanding of fundamental British values and diversity. Leaders are committed to improvement, and staff feel proud to work at the school, but sustained and effective implementation of recent changes is needed to secure better outcomes for all pupils.

Strengths

• Pupils feel safe and cared for, and trust adults to listen and act quickly.
• Attendance has improved and is now close to national averages, including for disadvantaged pupils.
• Most pupils behave well, are polite, and show respect and kindness.
• Early years personal, social and emotional development is a notable strength.
• Pupils generally perform well in the Year 1 phonics screening check and use phonics to read and write accurately.
• Leaders have an accurate view of the school's strengths and most urgent areas of need, and are aligned with trust leaders in their ambition for pupils.
• Staff are proud to work at the school and value professional development and consideration of workload and wellbeing.
• Parents are mostly supportive and would recommend the school to others.
• Safeguarding standards are met, with an open and positive culture of safeguarding.
• The newly formed interim executive committee is better placed to hold leaders to account.

Areas for Improvement

• Pupils' attainment in reading, writing and mathematics by the end of Year 6 is below the national average.
• Pupils have gaps in essential knowledge and skills that teaching does not consistently address, especially in key stage 2.
• Teachers do not provide regular opportunities to develop key knowledge in English and mathematics, or consistently address misconceptions.
• In some subjects, leaders have not ensured pupils learn and use key vocabulary, hindering knowledge building.
• Planned learning does not meet pupils' needs or effectively extend their knowledge, and adaptations are inconsistent.
• Some pupils do not consistently show positive attitudes to learning and can disrupt lessons.
• Early years staff do not always maximise opportunities to extend children's language and thinking, particularly outdoors.
• Support for pupils with SEND and disadvantaged pupils has not been effective enough in the past, and recent improvements are in early stages.
• The impact of leadership improvements is in its infancy, and variability in curriculum delivery persists.
• Pupils' understanding of fundamental British values and their place in the wider world is limited.
• Governors and trustees need to strengthen oversight to accurately assess the impact of leaders' work.

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 Westbrook Old Hall Primary School attended 94.4% of sessions (the national figure for primary schools was 94.8%). 11.7% 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, 1.1% of pupils at Westbrook Old Hall 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 Westbrook Old Hall Primary School had 20.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 17.6% 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, 13.2% of pupils at Westbrook Old Hall Primary School were on SEN support (nationally 15.4%) and 4.7% 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 2023–24 Westbrook Old Hall Primary School received £6,150 and spent £6,264 for each of its 368 pupils. It ended the year with reserves of £176,000 (£479 per pupil).

Across all 7 schools of Omega Multi-Academy Trust, income was £7,073 and spending £7,262 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.

• Primary Schools
• Secondary Schools

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

Westbrook Old Hall Primary School is part of Omega Multi-Academy Trust, which runs 7 schools. The nearest others:

• Chapelford Village Primary School Warrington
• Park Road Community Primary School Warrington
• Great Sankey High School Warrington
• Burtonwood Community Primary School Warrington
• Bradshaw Primary School Warrington
• Alsop High School Liverpool

What is Westbrook Old Hall Primary School's Ofsted rating?

The latest Ofsted rating for Westbrook Old Hall Primary School is Needs attention, from an inspection in June 2026.

When was Westbrook Old Hall Primary School last inspected by Ofsted?

Westbrook Old Hall Primary School was last inspected in June 2026.

How many pupils does Westbrook Old Hall Primary School have?

Westbrook Old Hall Primary School has 296 pupils on roll.

What age range does Westbrook Old Hall Primary School cover?

Westbrook Old Hall Primary School for pupils aged 5 to 11.

What are Westbrook Old Hall Primary School's SATs (KS2) results?

In 2025, 44% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Westbrook Old Hall Primary School?

Westbrook Old Hall Primary School is at Old Hall Road, Old Hall, Warrington, Cheshire, WA5 9QA.