Westvale Park Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a happy and nurturing school where pupils are cared for exceptionally well. Leaders have created a positive family-orientated community that enables all children to thrive right from the start in Nursery. All adults are determined for children to grow in confidence and resilience.

The Westvale Park values of family, curiosity, gratitude, responsibility, diversity and excellence are lived by all. Pupils are proud of their learning and achieve well in all subjects.

Pupils consistently behave well and the school is calm and orderly.

Pupils are taught how to self-regulate and their emotional security is a priority. Bullying is rare and adults quickly iden...tify and help with any worries that pupils may have. Leaders ensure an inclusive environment and pupils with special educational needs and/or disabilities (SEND) are given the support they need to learn well.

Leaders are ambitious for all pupils to experience excellent opportunities to develop their character and enrich their learning beyond the academic. Pupils benefit from a vast number of exciting clubs and trips, including a recent residential in Year 2 to High Ashurst. Pupils learn about the world around them in preparation to be active citizens.

For example, they learn about sustainability and enjoy looking after the school's own chickens.

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

Reading is leaders' top priority and is a strength of the school. They believe that 'reading is the key that unlocks all learning'.

Children are taught phonics right from the start in early years. Younger pupils learn sounds in a structured way using a phonics programme that is delivered well by well-trained staff. Those that struggle with reading are given the support they need.

Pupils develop their vocabulary and understanding, enabling them to become fluent and successful readers. They develop a love of reading through listening to stories and rhymes. Across the school, teachers read to pupils in daily story times.

They are skilled at bringing stories alive, so pupils are enthralled.

The multi-academy trust has supported leaders to put in place an ambitious well-sequenced curriculum. This effective curriculum supports pupils to learn new vocabulary and to connect with and remember previous learning.

Overall, pupils achieve well, particularly in reading and mathematics. However, pupils in key stage 1 cannot always draw on previous learning in some subjects. Nursery children learn alongside older pupils in 'the village', helping them to feel safe and secure.

Well-chosen resources and an enabling environment support children's learning well. Adults interact well with children, promoting their understanding of language and communication well from the start.

Staff have good subject knowledge.

Teachers explain things clearly and know the end points that children should reach in their learning. Teachers regularly check what pupils know and can do. However, they do not always use this information to quickly identify and address any gaps in learning.

Sometimes learning activities do not build as well as they could do on pupils' prior learning.

The school is highly inclusive. Pupils with SEND get the help they need and participate fully in all aspects of school life.

Individual needs are identified quickly and accurately. Well-matched support is in place for each child, so they are ready to learn. Parents of pupils with SEND receive effective communication about the support their children receive.

Leaders have high expectations of behaviour and staff manage behaviour consistently well. This has resulted in a calm environment characterised by very supportive, respectful relationships. The foundations of positive behaviour start in early years.

The majority of pupils attend regularly and leaders work well with families and keep effective oversight of this to improve attendance further.

Leaders have established a comprehensive personal, social and health education curriculum with a significant emphasis on well-being and mental health. In addition to the school's very strong ethos, leaders provide exceptionally well for pupils' wider development.

Opportunities for pupils include weekly forest school provision and an extensive range of clubs and trips. Pupils are encouraged to develop their talents and interests. They particularly enjoy the live music performances and performing class assemblies.

Pupils have a strong understanding of respecting differences and leaders draw on parental links to widen pupil experiences of different faiths and cultures.

Local academy governors, trustees and the chief executive officer (CEO) maintain clear oversight of the school. They challenge leaders effectively, have a visible presence in school and ably fulfil their strategic roles and responsibilities.

Their contribution to driving the school forward since it opened in 2020 is demonstrable. Morale is high and there is a strong sense of teamwork. Staff feel valued by leaders and are complimentary that leaders take steps to support their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a culture of vigilance. Clear systems are in place to identify pupils who may need support and record-keeping is detailed.

Leaders tenaciously follow up any concerns about pupils. They liaise closely with external agencies to secure the help pupils and families may need. Recruitment checks for new staff are rigorous.

Governors are proactive in seeking external quality assurance and monitor safeguarding regularly, ensuring that actions are followed up. Staff receive regular training and updates. Safeguarding within the curriculum is a priority to ensure that pupils learn how to keep themselves safe on- and offline.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not always use their knowledge of what pupils have already learned, remembered and can do. This means that sometimes learning activities do not build as well as they could on pupils' previous learning or address gaps in pupils' knowledge. Leaders should ensure that teachers use assessment information to plan learning that builds effectively on what pupils know and can do.