The West Park Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils speak highly of their school. They say that they enjoy lessons and after-school activities. They feel especially proud of the badges and awards they can earn.

They say that these motivate them to do well. Pupils describe their work as 'not too hard and not too easy'. They praise teachers' clear instructions and willing support.

There is a very well planned programme of extra-curricular clubs and activities. These include gardening, cooking, sports and computing – and many more. All activities are available to all pupils.

These activities help to nurture pupils' interests and broaden their horizons.

Leaders and staff have high expectations for ...pupils' behaviour. Pupils say that behaviour is mostly good.

Pupils conduct themselves well, both in lessons and around the school site. A small number of pupils struggle to manage their behaviour. They receive appropriate support, tailored to their needs.

Pupils say that they feel safe from bullying because 'everyone respects everyone'. They say that staff are calm and deal with any issues that may occur. Pupils understand that bullying is sometimes linked to being different.

They say that such bullying does not happen at this school because everyone is accepted for who they are.

What does the school do well and what does it need to do better?

Leaders have revised the curriculum in all subjects. The curriculum now sets out what pupils should know, and be able to do, from the early years to Year 6.

Leaders have carefully planned what should be taught, and when, so that pupils' knowledge builds over time. Curriculum ambition is evident in the three key themes of 'aspiration, raising standards, and cultural diversity'. These themes run through all areas of the curriculum.

They reflect leaders' high expectations for what pupils should achieve. All staff share these expectations.

Teachers have begun to deliver the new curriculum for the first time this academic year.

They are in the process of refining the curriculum so that it best meets the needs of all pupils. Leaders have ensured that staff receive regular training across a range of subjects. Leaders and staff are in the process of checking how well the curriculum enables pupils to remember long term what they have been taught.

Staff encourage pupils of all ages to develop a love of reading. Staff read to pupils daily. They focus on well-known authors in lessons and assemblies.

Leaders have rewritten the reading curriculum and have adopted a new approach to teaching phonics. This has been a key feature of the drive to raise standards. Children begin learning phonics as soon as they join the Nursery or Reception classes.

Staff teach daily phonics sessions, following a common approach. Pupils read from books that match their phonics knowledge. Pupils who need extra help in reading receive regular support.

They are developing as fluent, confident readers.In mathematics, teachers begin each lesson by recapping what they have previously taught. They regularly check what pupils know and understand.

Pupils say that the regular 'recaps' help them to remember and apply their knowledge. For example, children in the early years worked successfully in pairs to recall and name squares and triangles, by counting their sides. In lessons, pupils of all ages listen carefully to instructions and cooperate well with one another.

They have positive attitudes to learning.

Pupils with special educational needs and/or disabilities (SEND) are fully included in the life of the school. Leaders ensure that pupils with SEND take equal part in the wide range of extra-curricular activities.

Well-trained staff liaise with parents and external agencies to plan the right support for each pupil. The aim is for pupils with SEND to achieve well and to access the full curriculum.

Leaders and staff promote pupils' broader development well.

This is achieved through the school's shared values and the key curriculum themes of 'aspiration and cultural diversity'. Lessons, discussions and assemblies reflect a range of moral, cultural and religious topics. Pupils speak knowledgeably about the wide range of religions represented in modern Britain.

They are developing well as thoughtful young citizens.

Leaders and trustees are mindful of the workload and well-being of their staff. Staff recognise the care shown by leaders in this regard.

Staff say that leaders are approachable and have built a strong, supportive team.

Safeguarding

The arrangements for safeguarding are effective.

Leaders prioritise safeguarding, saying that it is 'an integral part of everything we do'.

Leaders encourage staff to note all concerns, however low level. Everyone recognises that small concerns may form part of a bigger picture of risk. Records are detailed, with concerns noted promptly.

Pastoral support for pupils is strong, both from the school's trained pastoral leader and external services. Leaders have ensured that all staff receive regular safeguarding training and updates.

Pupils receive teaching about how to keep themselves safe, including online.

This may be through the computing curriculum, or the relationships and sex education curriculum.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have constructed a curriculum that sets out the key knowledge and skills that pupils should gain, and when, from the early years to Year 6. This is the first year of curriculum implementation.

The curriculum is not yet fully embedded.Leaders and staff are still refining aspects of the curriculum to ensure that pupils retain the identified key knowledge and skills over time. Leaders should ensure that their revised curriculum enables pupils to know, remember and do more as they progress through the school.