Wybunbury Delves CofE Primary School

What Ofsted said

From the inspection on 3 February 2026

At Wybunbury Delves, pupils of all ages benefit from a caring and welcoming environment. Pupils feel valued, supported and encouraged to shine. They achieve well and enjoy learning. The curriculum promotes curiosity. It encourages pupils to ask questions and explore new ideas. In the early years, children get off to a flying start. They experience high-quality interactions with staff. This ensures that children are well prepared for the next stage of their learning. Across key stages, pupils benefit from effective teaching and a broad curriculum that helps them build knowledge securely over time. Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, make secure progress from their starting points. Staff identify barriers to learning and wellbeing early and address them effectively. Pupils feel a sense of belonging. Staff know every child well and build trusting relationships that help pupils feel safe and confident. Pupils describe the school as a family where adults listen and offer support. Rich experiences beyond the classroom deepen pupils' learning and strengthen understanding. Pupils take part in residential visits and curriculum-linked trips, including visits to the zoo and a recreated Victorian working town. These experiences make learning memorable. Pupils also enjoy a wide range of clubs, such as craft, Lego, drawing and football, which help them develop interests and confidence. Pupils thrive in calm and supportive surroundings. Behaviour is positive and respectful. Pupils feel safe and report that staff deal with any unkind behaviour quickly and effectively. Pupils want to come to school. Their rates of attendance are high. Older pupils take pride in their leadership roles. Buddies, school councillors, ambassadors and house captains all contribute to the smooth running of the school. These responsibilities develop teamwork, confidence and pupils’ strong understanding of their role in the school and wider community.

What the school should improve

• Leaders should ensure that gaps in handwriting and spelling are consistently identified and addressed promptly, so that all pupils are well prepared for their next steps in learning, and that this is reflected in pupils’ outcomes at the end of key stage 2. • Leaders should ensure that adaptations for pupils with special educational needs and/or disabilities are well planned and consistently implemented so that activities match pupils' needs, enabling them to build securely on what they know and can do.

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