Weaverham Forest Primary School

What Ofsted said

From the inspection on 30 June 2026

Pupils enjoy warm relationships with staff. Pupils have a positive start to their learning. They feel a valued part of this happy and friendly school. They typically attend regularly. Pupils proudly rise to meet teachers’ high expectations for their conduct. Most pupils listen attentively to their teachers. They generally follow the school rules. This includes during lessons and at breaktimes. Pupils support each other. They show care towards other pupils. This includes pupils with special educational needs and/or disabilities. Pupils value the friendships that they make in school. This helps pupils, including children in the early years, to settle in quickly. Pupils have trusted adults to turn to if they need any support. Pupils feel safe in school. They know that staff will successfully resolve any of their worries or concerns swiftly. This includes any rare cases of bullying or unkind behaviour. Pupils enjoy their learning each day. Children in the early years are well supported to be ready for key stage 1. Pupils generally receive the help that they need to reduce any obstacles to their learning or wellbeing. More recently, pupils’ learning across the curriculum is improving. However, leaders have not made sure that pupils are as well prepared for the next stage of their learning as they should be. This is due to the variability in which the curriculum across the key stages is delivered. Pupils value the wider opportunities that the school provides. They benefit from a variety of enrichment activities to develop their confidence and leadership skills. These include taking part in sports competitions, residential visits, community projects and musical performances. Pupils enjoy attending clubs in school. For example, pupils described the lunchtime club as a calm and welcoming space, where everyone is welcome. Pupils showcase their musical accomplishments as part of the end-of-year performance to parents and carers.

What the school should improve

• Leaders should further enhance staff’s subject knowledge so that they deliver the curriculum consistently well.
• Leaders should ensure that the support for pupils, including those with special educational needs and/or disabilities, is precisely tailored to their starting points and needs so that they achieve all that they should.
• Leaders should build on the recent gains in pupils' mastery of English and mathematical skills so that pupils’ attainment over time, including that of disadvantaged pupils, matches that of other pupils nationally.
• Leaders should ensure that the checks that staff make on pupils' learning enable pupils to deepen their knowledge over time.
• Governors should ensure that they build on recent improvements so that they hold leaders to account for all aspects of the school's work so that recent improvements are sustained in the longer term.

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