Westhouses Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this warm and welcoming school. They were keen to tell inspectors that they are all part of the 'Westhouses family'. As one pupil, typical of many, told inspectors, 'Whenever I am here, I always feel safe'.

Pupils behave well. They know what bullying is and what to do if it ever occurred. Classrooms are calm places in which to learn.

The playground is a friendly and active area for pupils to spend time. 'Mini Leaders' provide daily activities for the pupils to keep fit. There are many opportunities to take part in local sports events too.

The 'Westhouses Wellies' enjoy growing pumpkins, beans and tomatoes on their allotment next doo...r to the school.

Leaders have high expectations of pupils. Pupils understand the school's values.

They know the importance of determination, respect, passion, honesty, resilience, teamwork and self-belief.

Parents and carers appreciate the hard work of the staff team. They value the care given to their children and the regular communication they receive.

One parent, who summed up the feelings of many, said, 'All the staff at Westhouses school work so hard to ensure the best learning environment. My child feels safe and supported; he is happy to go to school and enjoys his time there'.

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

The curriculum at Westhouses is ambitious and well organised.

Leaders are clear about what pupils need to learn as they move through the school. Subject plans set out the knowledge and skills to be taught in small steps and in a logical order. Building pupils' vocabulary is important at Westhouses.'

Vocabulary Pyramids' contain the words that are to be learned in each topic. Pupils talk about what they know in a precise way. In science, for example, older pupils shared their understanding of the cardiovascular system using words such as 'circulation', 'transportation' and 'osmosis'.

Leaders and governors have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Teachers adapt the curriculum wherever they need to so that pupils with SEND are fully included in all parts of the curriculum.

Learning to read starts as soon as the Reception year begins.

Staff in the early years ensure that children develop their language skills by taking part in conversations, singing songs and joining in with nursery rhymes. Leaders have made sure that phonics is taught consistently well throughout the school. The books that pupils read at home are closely matched to the letter sounds they know.

Older pupils know how their daily reading sessions are helping them to improve their fluency, expression and understanding.

Teachers check how well pupils are progressing in lessons. They swiftly provide support to help pupils keep up if it is needed.

Teachers make time to review what pupils are learning so it remains fresh in their mind. However, in some subjects, teachers do not make precise connections to the knowledge and skills gained in previous years. This means that some pupils find it difficult to recall their learning from the past.

It also means that pupils do not always make best use of their learning by linking what they are doing now to what they already know.

Pupils are polite and confident. They display positive attitudes towards their learning and each other.

Leaders keep a close eye on any pupil absence. They respond quickly to address instances of low attendance when this is needed. The importance of attending school as much as possible is regularly explained in the school's newsletters.

There are lots of additional responsibilities for pupils to carry out. Mental health and well-being ambassadors lead assemblies and offer support for others. The 'Pupil Voice' has a say on many issues, such as the school's anti-bullying policy.

Pupils learn about other faiths and cultures. However, their knowledge of equality is limited. This means they are not as prepared for living in modern Britain as they could be.

Governors have a clear vision for the school. They understand their roles well. They know what is working well and what they want to work on next.

Consideration is given to the workload and well-being of staff. Leaders provide the time and support staff need to carry out all the responsibilities they share in a small school.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is a priority at Westhouses. Leaders ensure that staff are well trained. Safeguarding updates are part of weekly staff meetings.

This means that staff know what to look out for and what do if they are worried about a pupil's welfare. Leaders quickly respond to any concerns that are raised. They take appropriate action to get pupils the support they need.

Record-keeping is thorough. Governors frequently check on the school's systems for safeguarding. Pupils learn how to keep themselves safe online and in the community.

They know that they can go to adults in school if they have a problem.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not make precise links to the knowledge and skills pupils have gained in previous years. This means that some pupils cannot readily recall learning from the past or systematically build on what they already know to deepen their understanding.

Leaders must review their systems so that teachers help pupils to make connections between current learning and previous learning, helping them to remember more and deepen their understanding. ? While pupils have respectful and tolerant attitudes, they do not have sufficient knowledge of the protected characteristics. Leaders, including those responsible for governance, must ensure that pupils develop an age-appropriate knowledge of the protected characteristics, so they have a deeper understanding of equality.