The Westleigh School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils join in and enjoy success at The Westleigh School. They feel happy and safe here.

Pupils make friends easily. They told inspectors that staff are kind and that they care about them. Pupils understand and respect peoples' differences.

Staff resolve any bullying incidents quickly.

Leaders instil high expectations into all aspects of pupils' school lives, including their behaviour and academic achievement. They are determined to overcome any social disadvantage or other barriers to pupils' success.

This helps pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), to achieve well.
.../>Pupils behave well. They are focused on learning in class.

Pupils enjoy one another's company at social times. They play games, attend clubs and spend time in the school library.

Pupils benefit immensely from the 'Westleigh Pledge'.

Leaders guarantee to provide extra-curricular experiences that every pupil can join in and enjoy. They include an angling club and GLOW (gay, lesbian or whatever) group, as well as an inclusive set of sporting, music and drama performance opportunities.

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

Senior leaders, including trustees and governors, lead this school very well.

They are determined to ensure that pupils are provided with a life-enhancing education. Senior leaders have designed an ambitious and inclusive curriculum for pupils. Increasing numbers of pupils follow the English Baccalaureate suite of subjects at key stage 4.

Overall, pupils, including those that are disadvantaged, achieve well.

Subject leaders have thought carefully about the key knowledge that pupils need to learn. They have also spent time deciding on the order that they intend to teach this essential knowledge.

This helps to ensure that pupils securely remember and build on what they already know. In one or two subjects, curriculums are not so well organised.

Teachers typically have strong subject expertise.

They deliver the subject curriculums well. These teachers are skilled in selecting activities that mean most pupils understand new learning straight away. Nevertheless, staff are quick to spot those pupils that do not grasp key knowledge the first time around.

They reteach and continue to check pupils' understanding until they are confident that it is secure. This means that pupils move on to new learning when they are ready, and not before.

Pupils concentrate and try their best in class.

Lessons take place in a calm atmosphere. Pupils' positive attitude to study helps them to learn and remember more.

The Westleigh School prides itself on its culture of inclusion and ambition.

Around one quarter of the pupils at The Westleigh School have SEND. Their needs are identified promptly. Staff know these pupils well and how best to help them to succeed.

As a result, pupils with SEND progress well through the same curriculum as other pupils.

Leaders have a strong commitment to and prioritise reading. Accordingly, pupils get to read regularly.

Pupils enjoy and value reading in form time and subject lessons. Leaders systematically and quickly identify any pupils who find reading more difficult. They provide the reading support that these pupils need.

These pupils catch up quickly, becoming confident and fluent readers.

Pupils benefit from the leaders' pledge to provide them with a well-rounded education. Pupils benefit from the strong programme of enrichment activities that they experience.

For example, they routinely visit places of value and interest. They also take part in community projects as a matter of course. Pupils are well prepared through their personal development education to succeed in modern Britain.

They receive high-quality, independent careers advice and guidance.

Trustees and governors meet their statutory obligations. They hold leaders to account for the quality of education that pupils receive.

An agile approach to strategic planning ensures leaders respond to the needs of the school while considering the impact on workload and the well-being of staff.

Safeguarding

The arrangements for safeguarding are effective.

Leaders keep staff up to date with information about the dangers that pupils may face.

Therefore, staff are quick to spot the signs that pupils may be at risk of harm. They report any concerns in a timely way. These concerns are acted upon promptly.

Leaders ensure that pupils and their families swiftly get the help that they need.

Pupils learn about risks to their safety, and how to spot and avoid them. They are confident and know how to seek help when they need it.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In one or two subjects, leaders have not organised the essential knowledge that pupils should learn well enough. This means that these pupils do not secure the knowledge that they need. Leaders should ensure that all subject curriculums are designed well so that pupils learn and remember all they need to know.