Westdene Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Westdene Primary School is a joyous school. There is a 'just right' atmosphere where every member of the school community is encouraged to be themselves.

Individuality and uniqueness are recognised and celebrated.

Relationships between adults and pupils, and among pupils, are kind, supportive and respectful. Throughout the school pupils are polite, friendly and relaxed.

Every pupil selects a set of trusted adults, known as 'Helping hands', so there is always someone to go to should help be needed. Pupils say that they feel supported, safe and happy.

Positive relationships, good listening and opportunities to reflect sit at the heart of the school's a...pproach to behaviour.

Behaviour 'mistakes' are identified and responded to as learning opportunities. Pupils' behaviour in lessons and at less structured times is highly positive. Pupils understand the value of teamwork, and this is reflected in the way that they support each other when learning or playing.

Expectations for pupils' learning and achievement are exceedingly ambitious. The curriculum is a powerfully designed tool, enabling pupils to successfully acquire vital knowledge while developing their understanding of diverse ethical issues. The vast extra-curricular offer enables pupils to pursue wider interests, such as early morning Rhythm Masters during which pupils learn to rap.

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

Across the school, pupils settle quickly into their classes and begin learning straight away. In Nursery and Reception, the environment is used skilfully to entice children to explore, learn and consolidate knowledge in meaningful ways. For example, in mathematics children used the familiar tale of The Three Bears to explore the number three.

Older pupils demonstrated strong computational skills that support them well in selecting efficient strategies for solving a range of mathematical problems.

Learning to read, to comprehend and to enjoy different texts is given high priority. The youngest children are quickly introduced to letter sounds.

They learn to sound, say and write simple words and quickly see themselves as readers and writers. The school's systematic approach to teaching reading is embedded and pupils have books matched accurately to the sounds that they know. Routine opportunities exist for pupils to practise their reading.

Staff are trained well, and pupils learn to read with confidence and fluency. Any pupil who struggles to learn to read, is given extensive and bespoke additional support that enables them to catch up. Pupils further benefit from listening to their teachers reading aloud.

Events such as book week, with visiting authors and poets, bring learning to life and enhance pupils' wide engagement with literature.

Pupils are inspired by the curriculum. Effectively taught sequences of lessons enable pupils, including those with special educational needs and/or disabilities (SEND), to learn and progress well.

This is demonstrated through high-quality written work in English, and across the subjects, as well as by pupils' strong performance in national tests.Pupils attend school regularly. Oversight of attendance is meticulous.

Whenever necessary, additional support is provided to families to ensure that positive attendance continues. Pupils take increasing responsibility for their own learning. They use a known route (brain, book, board, buddy, boss) to solve queries with maximum independence.

The strong personal, social and health education curriculum supports pupils to develop resilience and powerful learning behaviours. For example, pupils learn to recognise and manage emotions, as well as learning about safety, including online.

A myriad of well-chosen activities exist to promote pupils' personal development and to promote pupils' understanding of difference and equality.

A raft of leadership roles enables pupils to experience responsibility and to make a positive contribution to school life. There is a very strong take-up across the extensive range of activities on offer. Attendance at enrichment activities is tracked to ensure that disadvantaged pupils' experiences are purposefully enhanced.

Barriers to participation in the school's personal development offer are actively identified and removed.

Leaders, including the governing body, are successfully meeting their mission of 'embedding excellence and equality'. There is a profoundly inclusive culture and a relentless drive for continuous school improvement.

For example, additional capacity has been added to the SEND team to ensure that pupils' identified needs are met well. Curriculum content and resources have been reviewed to ensure that all pupils can see themselves, their families and their heritages reflected in the school's curriculum.

Staff are unanimously proud to work at the school.

They benefit from a robust professional development offer, which helps them to continue strengthening their skills. Staff feel supported by leaders, with their workload considered.

Safeguarding

The arrangements for safeguarding are effective.

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