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The school has very high expectations of its pupils, both academically and socially.
The school's new curriculum builds on pupils' prior learning well from the Nursery Year to Year 6. It is enhanced by educational visits and visitors to the school. Lessons are calm, purposeful and interesting.
Children settle quickly into the school's routines on entry to Nursery and Reception. Many children skip into school with excitement in the mornings. Pupils, by the time they leave Year 6, achieve high standards in reading, writing and mathematics.
They are prepared very well for the demands of secondary schooling.
Pupils enjoy school, attend regularly and arri...ve on time. They behave well in and around school.
Parents, carers and pupils appreciate the wide range of extra-curricular activities provided, including netball, Italian and craft clubs. Many pupils benefit from the roles of responsibility they undertake in school. They experience leadership and citizenship first hand.
Staff and pupils benefit from the school's strong focus on mental health and well-being.Breaktimes are calm and harmonious. Friendliness, cooperation and teamwork abound.
Pupils treat each other, staff and visitors with courtesy and respect. The school deals with rare instances of unacceptable behaviour swiftly.
What does the school do well and what does it need to do better?
Pupils, including those in mixed-age classes, access a curriculum that is matched well to the aims of development matters in the early years, and the national curriculum in Years 1 to 6.
The revised curriculum is beginning its second year of implementation. Pupils achieve exceptionally well in English and mathematics by the end of key stage 2. Older pupils, who have learned the revised curriculum for just one academic year, have gaps in their existing knowledge in some other subjects.
The school identifies pupils with special educational needs and/or disabilities (SEND) expertly. On occasion, there is a mismatch between these pupils' needs and their targets. The school is undertaking a review to ensure that pupils with SEND have their needs met well consistently.
Reading is a high priority at Westmoor. The proportion of pupils achieving the standard in the Year 1 phonics screening check has risen over time. It is above the national average.
Reading skills are developed from the start of the Nursery Year. For example, the three-year-old children clap the syllables in the names of fruit and vegetables correctly. The school's phonics programme is delivered with expertise.
The books that early readers are given to read match the sounds that they have learned. These pupils gain reading confidence and fluency quickly. Pupils benefit from the high-quality reading books in school and from visits to the local library.
Children enter the Nursery and Reception classes happily. The early years classrooms are welcoming and safe. Relationships between children, staff and parents are exceptionally strong.
Staff have very high expectations of the children in their care. The early years curriculum meets their individual needs precisely. The children make exceptional progress from their starting points.
A parent, echoing the views of others, reported: 'My son joined the nursery in September. The transition was excellent. He is very settled, loves coming to school and can talk about the expectations and routines in his class.'
Most pupils attend school regularly and on time. Pupils eligible to receive pupil premium funding do not attend school as often as their peers. On occasion, pupils talk over each other and do not listen to each other's points of view.
The school applies the behaviour policy consistently. Clear and decisive action is taken to address occasional inappropriate behaviours. Pupils understand the school's rewards and consequences.
They delight in receiving caught-being-good cards from an adult who has seen them 'doing the right thing'. The school encourages pupils to be the best version of themselves.
The school's provision for pupils' personal development is exemplary.
Through weekly assemblies, pupils are aware of what is happening locally, regionally, nationally and internationally. For example, pupils' knowledge of democracy was enhanced by following the recent local and national elections. Pupils' understanding of different religions is enhanced by educational visits and visitors.
The pupils have a deep understanding of individual rights and liberties. Many pupils articulate that 'nobody is better than anyone else'. Pupils have a strong understanding of how to keep themselves safe when working and playing online.
They recognise which relationships are healthy and which are not. At an age-appropriate level, pupils understand consent as choosing to give permission.
The school has acted on external support and advice diligently since the last inspection.
Leaders, including governors, know the school's strengths and areas that need further development. The newly formed governing body has a great deal of relevant expertise. Governors support and challenge the school incisively.
The governing body considers the well-being and workload of leaders, teachers and support staff well. Staff and pupils enjoy school life at Westmoor Primary School.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school's curriculum is new and not embedded in some foundation subjects. This means older pupils have gaps in their knowledge. The school should continue to embed the curriculum while identifying and addressing the gaps in pupils' knowledge.
• The school's provision for some pupils with SEND is not matched precisely to their needs. This means that some pupils' needs are not met fully. The school should continue to review its identification of, and provision for, pupils with SEND.
