Willowbrook Primary School

What Ofsted said

From the inspection on 2 June 2026

Willowbrook is an improving school. It has been through a period of upheaval with many changes in leadership. Outcomes for all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), have been low for some time. Leaders in the school and in the trust are now addressing the root causes of these poor results. However, there is still more to do before all pupils are well prepared for the next stage in their education. Pupils enjoy school because they feel safe and well cared for. They understand the new school values of respect, kindness and ambition. Pupils say these values help everyone to understand how to behave at school. They are pleased that the way they behave in lessons and around the school has improved. Pupils say that bullying is rare and they know that staff always listen to them and sort things out if they are upset. Lessons are calm. This helps pupils to get more work done because there are fewer distractions from other pupils. They appreciate the help they get with their learning. Pupils say that teachers help them during lessons and give them extra help in small groups if they find something tricky. As a result of this support, pupils are learning and remembering more of the work they cover in lessons. For example, being ambitious helps pupils to keep going when work gets hard. Pupils' personal development is well supported. The school value of kindness encourages them to help others. For example, pupils donate food to the local foodbank to learn the importance of helping others who need it. Pupils value coming together as a school community, such as attending the local church to sing Christmas carols. Parents are generally positive about the school, particularly around the support for pupils with SEND.

What the school should improve

• Leaders, including trust leaders, should continue to provide the school with robust support and challenge, checking the impact of the school's work to address its key priorities, so that this leads to rapid and sustained improvements.
• Leaders should ensure staff regularly check what pupils know and remember so that pupils build their key knowledge securely in lessons and any gaps are quickly identified and addressed.
• Leaders must ensure that the early years curriculum is consistently well delivered in all areas of learning and for all children, ensuring that every child has the skills and knowledge they need to do well in the next stage of their education.
• Leaders need to ensure that pupils with significant gaps in handwriting, spelling and punctuation are given the support they need to become accurate and fluent writers across the curriculum.
• Leaders should ensure that they reduce the number of pupils who are regularly absent or arrive late to school, including those pupils with special educational needs and/or disabilities.

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