Westfield School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel safe, happy and cared for at this friendly and inclusive school.

They are keen to attend and excited to learn. A parent summed this up, describing going to school as their child's 'favourite thing to do.' This view was echoed by many other parents and pupils.

Right from the start in Reception, staff build positive relationships with children that help them to settle easily into school. Pupils say that they get along well with each other and treat each other with respect. This is evident around school in both classes and at social times.

Expectations of learning and behaviour are high. Pupils respond well to these, being focused and highly motivate...d to learn and do their best. They respond to the questions of teachers readily and confidently.

Pupils learn well and are thoughtfully prepared for the next stage of their education.

Pupils relish the additional opportunities offered by the school. They talk animatedly about trips away and the range of available clubs that develop their interests in sport, music and the wider world.

Pupils are motivated by the school focus on 'inspire, create, achieve'. They are keen to earn the t-shirts they are awarded when they demonstrate all three elements.

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

The school has been through a recent period of leadership change.

Strong support from the local authority, local schools and governors has ensured that the school has maintained clear and appropriate priorities during this time. The quality of education provided for pupils has remained secure. Recent improvements to the curriculum have strengthened this still further.

Plans across the curriculum are in place that build pupils' knowledge in carefully sequenced steps from Reception Year to Year 6. This curriculum is ambitious and engaging. In subjects such as mathematics, leaders check pupils' learning carefully and adapt their planned activities accordingly.

The work pupils complete is well matched to their needs. This includes providing additional support to pupils with special educational needs and/or disabilities (SEND). Any additional needs pupils may have are quickly identified.

Staff ensure the support provided is carefully considered to ensure pupils with SEND can learn effectively alongside their classmates.

Other parts of the school's curriculum have more recently been redeveloped. Staff and pupils are positive about these changes.

However, in these subjects, subject leaders have not yet been able to check that pupils are confidently learning key knowledge and skills. They are eager to do this to ensure pupils are achieving well across the full curriculum.

Learning to read is a priority.

Pupils learn to read quickly and well. A sharp focus on phonics helps children in early years. Well-trained staff check pupils' reading confidence and fluency.

They quickly spot where pupils might need additional support. Pupils enjoy the many opportunities to share and enjoy books, either in the well-stocked, inviting library or in the classroom. Staff select books carefully, so that shared reading helps pupils to discuss a range of issues or deepen their learning across the curriculum.

The school has introduced a new behaviour policy. This is helping staff to provide consistent support for pupils in managing their behaviour. Pupils understand the new systems and describe how this has helped them to behave positively.

The school is generally a calm and settled place. Pupils work hard. Right from the start in early years, children learn to independently gather the resources they need and to start taking responsibility for their own learning.

The few pupils who need extra support to manage their behaviour get what they need to ensure they are included in all aspects of school life.

Pupils' personal development is well considered, both through the curriculum and through the wider experiences provided by the school. Pupils are taught to understand themselves and others.

They learn about a range of beliefs and outlooks. Pupils have a well-developed sense of the importance of equality. They demonstrate inclusive attitudes and describe how everyone is welcome to join in with their games and discussions.

Staff are positive about working at the school. They feel valued and well supported by leaders, who they say ensure that they have access to high-quality training and consider their workload. Governors are well informed and use a range of appropriate information to hold leaders effectively to account for improving the school.

Parents are positive about the school. They appreciate the stability that has continued during the changes in leadership.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The leadership and oversight of individual subjects is at an early stage in some foundation subjects. This means that checks have not yet been made on the effectiveness of the curriculum in these subjects to ensure pupils are learning the intended curriculum. The school should continue to support leaders at all levels as they implement the changes within each subject.