Westdale Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Westdale Junior School is a happy and vibrant school. The mantra 'work hard, be kind' sets the tone for pupils' experiences. The curriculum provides many opportunities for pupils to learn the significance to them of working hard and being kind.

As a consequence, pupils are motivated and reflective. Pupils speak positively of the school. One pupil typically stated: 'The teachers have really high expectations for us.

But they are not bossy with it. We want to live up to those expectations.'

The school is ambitious for all pupils to achieve well, especially those with special educational needs and/or disabilities (SEND) and those who are disadvantaged.

...>Pupils respond to this ambition. They are keen to play their part in improving their school. The 'pupil parliament' have well thought out views and are keen to share them with adults.

Pupils talk proudly of their work for charity.

Pupils behave well. They are well mannered and courteous to adults and visitors.

Relationships between adults and pupils are respectful. They not only learn to care about each other, they also learn how to look after themselves, including their own mental well-being. Pupils are highly respectful of difference.

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

There is a well-structured and systematic approach to teaching pupils to read. When studying texts, pupils take it in turns to be the leader, the questioner, the summariser and the predictor. They handle these roles maturely as they pick through the texts, deepening understanding.

The school uses high-quality, ambitious books. It uses drama to enable pupils to understand Shakespeare. Pupils learn to form views of what they read.

They think critically about their book choices. The school encourages pupils to read regularly. The new library is a place, 'Where there are books for everyone.'



The school has made appropriate and significant changes recently to improve the curriculum. However, they have not yet looked closely enough and evaluated the impact of some of these changes. The school has identified the precise knowledge they want pupils to know and remember.

Teachers present information clearly and build pupils' knowledge over time. The '5 Ws' enable pupils to make strong links between prior learning within subjects and across the curriculum. Carefully chosen role models provide relevance to learning.

For instance, in art they learn about Grayson Perry and in science about Leonardo DaVinci.

This is an inclusive school. Pupils with SEND receive the support that they need.

This is because the school clearly identifies these pupils' precise needs. There are regular reviews of how well pupils with SEND are progressing. Teachers receive regular training, so they can best provide for pupils with SEND.

Where appropriate, teachers make adaptations to learning. This ensures that they succeed in lessons.

Pupils get on well with each other.

They play well together at playtimes.Pupils behave well in and around the school. Staff implement the recently changed behaviour policy consistently.

However, some parents and carers do not know about, or understand, the reason for recent changes to the behaviour policy. They are not all aware of the improvements in pupils' behaviour. There is a sense of order and purpose.

Pupils say bullying is rare yet well dealt with should it occur. Pupils say that they feel safe.

Pupils are caring and considerate of each other.

They understand the importance of fundamental British values to themselves and the wider community. Pupils are highly tolerant of difference. They learn to keep themselves safe.

Pastoral support is well considered and highly respected by pupils. Pupils regularly learn about keeping themselves safe online. They appreciate the timely way in which they learn about changes to their bodies.

Senior leaders know the school well. They are quick to respond should there be a need to make improvements. The partnership between the multi-academy trust and the school is strong.

Support, where needed, is timely. Staff feel their workload and well-being are considered.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some parents and carers do not know about, or understand, the reason for recent changes to the behaviour policy. Not all parents and carers are aware of the improvements in pupils' behaviour. As a consequence, a few parents are concerned about behaviour and do not feel connected with the school.

Leaders should explore ways to further communicate and strengthen engagement with all parents and enable them to best understand how to support their child and the work of the school. ? The school has made appropriate and significant changes recently to improve the curriculum. However, they have not yet looked closely enough and evaluated the impact of some of these changes.

As a consequence, elements of their work, such as checking on what pupils know and remember, are not yet fully embedded and, therefore, wholly effective. In a few subjects, pupils are not remembering all that they have been taught. The school should check that any changes introduced have the desired impact and pupils remember all that they have learned.

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