West Moors Middle School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high aspirations. Their vision is that all pupils will be 'the best that they can be'.

Pupils rise to this challenge. Leaders and staff help pupils to feel safe and have respectful relationships. Pupils thrive at school.

Staff are keen for pupils to express their thoughts. One pupil summed up the views of many by saying, 'The school really supports people being themselves.'

There are many opportunities for pupils to develop their interests and skills.

Pupils enjoy the range of school clubs on offer. They particularly enjoy the opportunities to learn outdoors. Older pupils contribute to school life by being digital leaders, librarians an...d prefects.

School reward systems and sanctions motivate pupils to behave well and to work hard. Pupils and staff agree that poor behaviour is rare. Pupils say that the school is a 'Telling School', meaning that staff encourage them to share any worries they have in a way that suits them.

Pupils feel safe at school. They trust adults to help resolve any difficulties, including any rare incidents of bullying.

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

Leaders have designed an ambitious curriculum.

It is clear what pupils need to learn and when. This means that pupils successfully develop their knowledge well over time. Where pupils have gaps in their knowledge, leaders have made well-thought-out adjustments to the curriculum.

However, in some subjects, the curriculum is not as well developed as it could be.

Pupils with special educational needs and/or disabilities receive effective support. Staff know pupils well and skilfully adapt the curriculum to meet their needs.

These pupils achieve well.

The school promotes reading well. Pupils enjoy the books that they read and feel motivated to read.

A new phonics scheme is helping those pupils who are not fluent readers to catch up quickly.

Learning builds on what pupils already know. This means that pupils are ready for their next steps in learning.

Support given to those who need it ensures that they progress well through the curriculum. Assessment systems clearly identify gaps in pupils' knowledge. In most subjects, these gaps close rapidly.

Pupils who have fallen behind receive well-thought-out support to help them to catch up. Most teaching is built on strong subject knowledge and teachers explain new learning clearly. Where this is occasionally not the case, pupils' learning is not as secure.

There are efficient routines in place that promote calm and orderly conduct. A culture of valuing and respecting each other leads to strong relationships between staff and pupils. Pupils behave well and value the reward system.

They say that sanctions are rarely used, as most pupils behave well in class and at playtimes.

Careers education helps pupils to understand the world of work. Pupils say that they value events such as workshops and the information they receive about apprenticeships.

The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

Governors know the school well. They provide appropriate support and challenge to school leaders.

Leaders have taken action to support further pupils' broader development. For example, they have introduced extra sessions to support pupils' well-being. Pupils know about healthy relationships and how to take care of their bodies.

An increasing number of pupils attend the variety of clubs that are available to them.

Safeguarding

The arrangements for safeguarding are effective.

Staff know how to identify concerns and are clear about how to report them.

They have confidence that leaders will take action if needed. Leaders work well with other agencies and challenge other professionals appropriately if they feel it is in a pupil's best interests. Pupils who are at most risk are well supported by staff.

Leaders monitor such pupils closely and intervene swiftly when necessary. Pupils learn how to stay safe online and in a variety of situations.

Leaders ensure that appropriate background checks are carried out on all adults working in the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some areas of the curriculum are at an early stage of development. This means that pupils do not progress as well in some subjects as they could. Leaders need to continue the work they have begun in strengthening the curriculum, so that pupils gain sufficient knowledge in all subjects.

• Some teaching is not based on strong enough subject knowledge. This can mean that learning is not explained clearly, so pupils do not learn as much as they could. Leaders should ensure that all staff have the subject knowledge they need.