Warrender Primary School

What Ofsted said

From the inspection on 6 January 2026

Pupils are overwhelmingly positive about their school. They attend well, enjoy learning and achieve highly. Teachers make learning purposeful and exciting. They expect the very best of pupils. Pupils value the nurturing relationships between staff and pupils. Staff know pupils very well and care deeply about them. This means pupils are safe and happy. Pupils know that if they have a worry, a trusted adult will make time to listen and help them. A sense of harmony and togetherness pervades this school. Children from the early years learn the importance of being kind and helping others. Pupils line up calmly to receive a friendly handshake from members of staff as they enter the school. Older pupils take pride in their roles as ambassadors. They greet younger pupils as they arrive in the morning, walking them into school and happily chatting to them as they go. This creates an uplifting start to the school day. Pupils learn a broad and logically ordered curriculum. They learn important concepts that build on what teachers have previously taught. Pupils with special educational needs and/or disabilities, and those facing other barriers, learn alongside their peers and achieve well. Leaders ensure these pupils access all the school has to offer. Behaviour is very positive across the school. This starts in the Nursery, where staff teach children the importance of being kind to their classmates. Pupils demonstrate high levels of respect and kindness during lessons and social times. Bullying hardly ever happens, because leaders act quickly to address any incidents. Pupils celebrate and value difference. They learn about the importance of fairness and rights. This helps pupils to understand the impact they have on others in their school. These experiences prepare them well to play a positive role in modern Britain.

What the school should improve

• Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming barriers and challenges, in order to drive a transformational impact for all pupils. This includes disadvantaged pupils, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

Read the full Ofsted report (opens in a new tab)