Westhaven School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils excel at Westhaven school.

Staff are increasingly aspirational in their expectations of pupils. The school's redesigned curriculum is well-planned and ambitious. Staff work together diligently to bring it to life and meet pupils' individual needs.

Pupils learn the knowledge and skills they need with increasing success. They are well prepared for their next steps.

Positive relationships underpin pupils' experiences.

Pupils rightly say that staff are caring and keep them safe. Staff promote positive behaviour skilfully. Pupils learn to manage their own behaviour successfully over time.

They learn and play together harmoniously. This hel...ps to ensure that pupils feel happy and valued. Pupils generally show strong attitudes to their learning.

They are particularly focused in subjects where the curriculum is now established.

Pupils' wider development is promoted exceptionally well. They enjoy a wide array of clubs, trips and leadership opportunities that enhance their experience of school.

Careers advice and work experience help pupils focus on pathways into adulthood appropriate to their needs and interests. Pupils benefit greatly from the very strong community, underpinned by the principles of the 'Westhaven Way'.

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

Westhaven School has transformed its provision for pupils.

The school has revisited its core aims and values very effectively. This has helped ensure improvements to the curriculum are underpinned by a focus on developing pupils' independence, communication and respect as citizens. It has also helped pupils to become resilient, inquisitive learners.

Everyone is committed to this ethos. The school is highly skilled at identifying pupils' special educational needs and/or disabilities (SEND) and adapting provision to meet them. Staff work together enthusiastically to achieve this goal.

Pupils gain important qualifications and the skills they need to live safe, independent lives. As a result, they are typically well prepared for their future education, employment or training.

Nevertheless, the school recognises there is more to do.

Some subjects are not as established as others. Where this is the case, the new curriculum has yet to reach its potential and so pupils' learning, although sound, could be even better. For example, in mathematics, the new curriculum is sequenced logically and well.

However, some approaches, such as the use of questioning to deepen pupils' thinking, are not as established as leaders want. This means pupils do not consistently learn as well as they should.

Reading, communication and interaction are given the highest priority, including in the sixth form.

The early reading curriculum is highly effective. The school has established a systematic approach to teach pupils to read. Staff teach reading lessons skilfully, modelling how to use new sounds to blend and segment effectively.

Pupils take home books that are closely matched to the sounds they know. They learn to read capably, enthusiastically and independently.The school promotes a love of reading very effectively.

Pupils speak positively about the 'love to listen' sessions when teachers read an array of stories to them. Pupils of all abilities are taught reading skills through considered, adapted approaches. For example, pupils who are pre-verbal learn the structures of stories through the 'Helicopter Stories' approach.

They joyfully share stories together. Pupils' views of reading are often transformed.

The school's high expectations and strong family culture support pupils to behave well.

Clear routines and strong relationships support pupils who sometimes struggle to manage their own behaviour. This helps to improve pupils' behaviour rapidly. Pupils generally show positive attitudes to learning.

However, where curriculum developments are newer, pupils sometimes do not show the same keen, eagerness to learn. Pupils attend well. The school has effective systems to support families when pupils' attendance slips.

This has helped improve pupils' overall attendance at the school over time.

The promotion of pupils' personal development is exceptional. Pupils benefit considerably from the very strong sense of community that has been established.

For example, weekly assemblies celebrate pupils' achievements and individuality and strengthen pupils' social and moral development. Pupils learn to understand equality and to celebrate diversity. Cultural development runs through the curriculum.

For example, in art and design, pupils learn about the work of artists from different backgrounds, countries and cultures. Rich opportunities are given for pupils to develop character and leadership skills. Effective careers advice runs through the curriculum, with pupils' personal needs in mind.

Wide-ranging field trips, community opportunities and events allow pupils to contribute significantly to their local community, school and beyond. As a result, pupils develop strong friendships and a sense of belonging, which they take with them into the community and when they move on from the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Improvements to the curriculum need more time to embed in some subjects, including in the sixth form. This means that pupils' learning is more secure in some subjects than others. Leaders should continue to support staff to refine the curriculum so that its impact is consistently strong across subjects.