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This is a good school The principal leads the school very well. Since her appointment to the school in 2015, she has improved the school considerably.
Governors and the trust provide effective challenge, support and direction to the school. They have been instrumental in helping the school on its journey of improvement. Teachers are enthusiastic.
They plan interesting, lively lessons which help pupils to learn well. The curriculum is vibrant. It captures pupils' interests and meets their needs very well.
The school provides many rich, musical opportunities for pupils to learn to compose, play and perform music. Teachers assess pupils very regularly to... check the progress they are making. However, teachers' assessments are not yet consistently accurate.
Pupils behave well, show respect for each other and are proud of their achievements. Pupils achieve well and make good progress from their different starting points. Children get off to a good start in the early years.
The early years is a nurturing, caring and stimulating setting. The principal has built a strong team of senior leaders and staff who are fully committed to the school's continued improvement. However, subject leader roles are not yet fully developed.
Leaders' evaluations of teaching and learning are generally accurate. However, these are not as closely aligned as they could be to pupils' progress. Leaders recognise that there is work to do to fully resolve concerns that some parents have had about previous incidents of bullying.
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Western House Academy is larger than the average-sized primary school.
It is one of seven schools in The Park Federation Academy Trust. The school joined the trust in 2014. The principal was appointed in October 2015, initially as interim principal prior to her permanent appointment as principal in January 2016.
Pupils come from a wide range of ethnic backgrounds, with the largest groups being White British, Pakistani and Indian. The proportion of pupils who speak English as an additional language is above the national average. The proportion of disadvantaged pupils is below the national average.
The proportion of pupils who have special educational needs and/or disabilities is similar to the national average. The early years consists of a Nursery class which children attend on a part-time basis, and three full-time Reception classes. The school meets the government floor standards which are the minimum expectations for attainment and progress.
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