The Westwood Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and sixth-form students at The Westwood Academy readily embrace its motto, 'Better never stops'.

They want to succeed, so they study hard in lessons. Pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils, achieve well.

Pupils' attendance has improved in recent times.

With fewer absences and gaps in their knowledge, pupils are happy. They can keep up with learning and, as a result, remember more to build on in the future.

The school has high expectations for pupils' behaviour.

Pupils rise to meet these expectations effectively. They agree the school is 'stricter' this year but see th...is as a good thing. Clear routines help pupils feel safe.

They socialise more at breaktimes as mobile phones are not allowed. Many now play competitive games, such as table tennis, during lunchtime. This boosts pupils' well-being.

Pupils say that bullying does happen but that staff work hard to tackle it. Families are kept informed, and pupils know they have a trusted adult in school if needed.

Pupils take part in many extra-curricular activities, including Space Rocket and Robotics club, choir and trampolining club.

Visits to local universities give them exciting opportunities to broaden their horizons.

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

Since the last inspection, the school has designed an ambitious curriculum that gives pupils the important knowledge they need now and for the future. Each subject includes careers guidance and helps link pupils' learning to real-life.

This supports pupils, including disadvantaged pupils, to make informed choices after Year 11. As a result, pupils achieve well and are suitably prepared for their next steps.

Following the previous inspection, the school's decisive action to improve the quality of education has strengthened the curriculum's academic offer.

Until this year, few pupils took a GCSE modern foreign language. This restricted English Baccalaureate (EBacc) entry rates and limited pupils' academic options after Year 11. To remedy this, the school has redesigned the key stage 4 curriculum to match pupils' capabilities and career interests.

As a result, more pupils now choose a GCSE language, increasing EBacc entry rates.

Teachers use their strong subject expertise well. They design lessons that capture pupils' interest.

Teachers' frequent checks of pupils' understanding iron out any key gaps and misconceptions effectively. This helps pupils remember more over time. However, sometimes, when teachers do not explain tasks well, some pupils lose focus and do not learn as well as they should.

Teachers set high standards for sixth-form students. They show students how to take detailed written notes in lessons. Teachers tutor students to use these notes effectively for independent study.

This strengthens students' research skills and helps deepen their understanding in different subjects. Most teachers encourage pupils to develop strong writing skills. However, some teachers do not check that pupils understand their written work securely.

This reduces some pupils' ability to recall the important knowledge they need for future learning.

Staff use the school's clearly identified needs of pupils with SEND very well. For instance, they make suitable adjustments to tasks for these pupils to access learning.

Regular training helps staff improve these adaptations. As a result, these pupils achieve well.

Helping pupils who struggle to read is a top priority for staff.

Since the last inspection, the school has created an effective reading curriculum. This helps pupils become confident and fluent readers. As a result, pupils now read often and for pleasure.

The school's revised code of conduct helps pupils behave well. They take pride in receiving postcards of praise. Lessons are calm and disruption is rare.

If pupils make the wrong choices, staff give them space to reflect. This helps pupils to learn from their mistakes. As a result, they spend more time learning and less time in isolation.

Moreover, previously high suspension rates have dropped dramatically, and pupils' attendance has improved steadily.

The school's personal development programme benefits pupils' well-being. It guides their understanding of everyday life.

Through this, pupils learn the importance of the rule of law. This helps them recognise why routines in sports, community activities and school matter. Sixth-form students mentor younger pupils to appreciate the importance of respecting others.

Impartial careers advice and visits to employers and universities build on these principles. This strengthens pupils' awareness of workplace expectations. As a result, they are well prepared for their next steps.

Staff feel valued because the school supports their well-being and manages their workload. Hence, they enjoy working here. Trustees ask challenging questions to hold the school to account.

This helps them understand the school's strengths and set the right priorities. As a result, the school continues to improve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, teachers do not explain tasks clearly. When this happens, some pupils lose focus, which limits their achievement. The school should support teachers to design learning that keeps pupils focused on the lesson's aims and learning goals.

Some teachers do not check that pupils' written work is clear enough for future learning. As a result, some pupils struggle to recall prior learning and do not learn as well as they could. The school should ensure that staff follow its expectations for pupils' written work so that pupils' learning is secure across the curriculum.

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