Westmoor Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils experience a variable quality of education. In some subjects, pupils do not learn as well as they do in others.

This is because leaders have not thought carefully enough about how to organise the curriculum and check what pupils have learned. Leaders know that there is work to do to improve the curriculum.

Staff build an environment where pupils are kind, respectful and considerate of others.

Pupils get on well with each other and enjoy school. In lessons, pupils learn without disruption from others. On the playground, younger and older pupils play happily together.

Pupils are safe and well looked after. There are strong relationships between ...adults and pupils. If pupils have a worry or concern, they will happily talk to an adult who they know will help them.

Most pupils understand what different types of bullying look like. They say that bullying is very rare and are confident adults would help if it did occur. Older pupils have a good sense of responsibility and understand how their actions can affect others.

Pupils respect the differences between people, such as the different beliefs people hold. One pupil commented, 'You are you and you should be who you are. You are perfect in every way because you are made to be you.'

Such respect for others is typical of many pupils.

Pupils know the school values. 'Truth, opportunity and celebration' are recognised as important aspects of life at school.

Pupils celebrate the success of others' achievements in and out of school.

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

Leaders are ambitious for pupils. They have identified next steps for improvement but actions have not taken place quickly enough.

They want pupils to be successful, resilient individuals who are prepared for the next stage of their education. Subjects such as geography and reading are strengths of the curriculum. This is because leaders have effectively developed the order in which knowledge is taught.

Pupils achieve well in these subjects. However, in some subjects, the design of the curriculum is not good enough. Leaders have not clearly identified what knowledge should be taught or when it should be taught in these subjects.

This makes it difficult for teachers to check what pupils know. At times, teachers rely on what they think pupils might need to learn rather than what the curriculum maps out. Teachers do not consistently deliver content in an order that helps pupils to fully understand or to remember what they are learning.

In addition, some pupils in mixed-age classes are taught different content than their peers who are taught in single-age classes. This can lead to some variance in pupils' experience of the curriculum.

Leaders organise an effective reading curriculum.

They help pupils to become fluent, confident readers. In early years, staff immerse children in rhyme, song, poetry and stories. Adults use an 'over and over' method so that children experience the same story many times.

This helps children to become familiar with a story, understand patterns in language and learn key vocabulary. Pupils learn letter sounds in a precise order. They are given lots of opportunities to apply and practise the sounds they learn through the consistent delivery of structured reading sessions.

Reading is a priority in school, with adults using games and quick-fire reading activities to reinforce what pupils have studied. Teachers generally match books well to pupils' reading knowledge. When pupils are identified as falling behind in reading, appropriate support is put in place.

In key stage 2, pupils take part in 'learning to read' sessions. These sessions give small groups of pupils extra support to help them to catch up in phonics or to develop reading fluency and comprehension. Pupils in these sessions do well.

Leaders provide pupils with opportunities to contribute to the life of the school. Roles such as eco-warriors, well-being champions and community ambassadors give pupils the chance to develop leadership skills and have a voice in school. The personal, social and health education (PSHE) curriculum is delivered effectively.

Pupils remember what they have studied. They use information about relationships, how to manage their own emotions and the beliefs of others, to develop tolerance and respect towards others.

The curriculum and provision in early years is strong.

Leaders have planned carefully what and how children will learn. The environment enables children to access a range of interesting areas, including construction, writing, role-play areas and an investigation station in nursery. Adults interact well with children.

Children are given clear messages about healthy eating by using texts such as Handa's Surprise and Oliver's Sandwich.

Leaders have put in place reward and sanction systems that encourage pupils to behave well. Adults ensure that pupils are treated fairly and consistently.

Staff at breakfast club warmly welcome pupils into school and provide a 'busy' and a 'quiet' room. The pupils enjoy their time here and get off to a good start to the day.

Pupils with special educational needs and/or disabilities achieve well.

Teachers liaise with the inclusion manager so that the right support is given to pupils. This support includes changes to the curriculum, additional adult support and carefully chosen resources to support pupils' access to learning.

Governors know the strengths and areas for development in the school.

They hold leaders to account with the information they are given. However, over time, leaders, including governors, have not taken sufficient action to address weaknesses in provision. New leaders are beginning to take the right steps to address the need to improve the curriculum.

Safeguarding

The arrangements for safeguarding are effective.

Leaders in charge of safeguarding make sure that staff are fully aware of their responsibilities for keeping pupils safe. The weekly updates provided by the deputy designated safeguarding lead help staff to remain vigilant in their ability to spot signs of concern.

Reporting systems are understood by staff. The safeguarding team meticulously track and monitor any concerns raised by staff. As a result, appropriate action is taken when required.

Safeguarding leaders have good working relationships with external agencies. They seek advice to ensure that the right support is given to pupils and their families.

The PSHE curriculum ensures that pupils learn how to keep themselves safe, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The structure and organisation of the curriculum in a number of subjects is not coherently planned. Pupils learn less effectively in some subjects and classes than in others. Leaders should ensure that teachers are clear about the precise knowledge that pupils should learn in all subjects and classes, particularly in mixed-age classes, so that pupils experience a consistently effective curriculum.

• Leaders have not developed a consistent approach to checking what pupils have learned over time. Consequently, leaders and teachers do not have a clear picture of where gaps in pupils' knowledge exist. Leaders should work with teachers to help them check what pupils know and to address any gaps in their learning.

• Leaders, including governors, have not taken swift enough action to ensure that pupils receive a high-quality curriculum in all areas. This has contributed to some variance in pupils' experience of the curriculum. Senior leaders should work with subject leaders to make the necessary improvements to the curriculum.

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