Westwood Academy

Highlights from Latest Inspection

Outcome

Westwood Academy has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Emily Perryman. The school is part of the South Essex Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Catherine Stalham, and overseen by a board of trustees, chaired by Julie Mulcahy.

What is it like to attend this school?

Pupils thrive at Westwood. They use words such as 'friendly' and 'welcoming' to describe their school. Pupils are highly respectful of each other and the adults who help them.

From their arrival in the morning, p...upils settle quickly and are ready to learn. School values such as 'challenge' and 'perseverance' reflect in their everyday actions. This means pupils are very well prepared for their next stages of education.

Adults have high expectations of pupils, including those with special educational needs and/or disabilities (SEND). Pupils listen attentively and follow the directions provided by their teachers. A purposeful and calm atmosphere pervades through the school.

This is because pupils are busy and eager to learn. They rise to the challenges set for them and as a result achieve well.

Pupil voice is important at Westwood.

They relish their responsibilities, serving on different representative bodies. Pupils share ideas about improving the school as school councillors. Subject champions talk proudly about showcasing their work and celebrating their achievements.

House captains and prefects encourage and act as role models for other pupils. Pupils confidently express their views and opinions. They have an acute understanding of what is fair and right.

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

The school has coherently designed and ordered the curriculum. It sets out the important knowledge and skills pupils will learn term by term. Beginning in the early years, the curriculum promotes children's language through rich and meaningful experiences.

Adults model key vocabulary. Children rehearse these words as they play and explore. Pupils build their vocabulary as they move through the school.

They discuss their ideas to think deeper about their learning. For example, in mathematics, pupils use key words such as 'less than' or 'more than' to explain their thinking for solving number problems. In a few subjects, pupils do not develop this understanding as deeply.

They remember and recall key information successfully. However, they do not link their knowledge to get a deeper understanding of the subject in the long term.

The school has invested in high-quality professional development for all adults.

Staff are knowledgeable about how to teach and deliver the intended curriculum well. They use their subject knowledge effectively to provide clear models for pupils' learning. Teachers check pupils' understanding at each stage, addressing misconceptions quickly.

Teachers understand how to adapt activities for pupils with SEND. They use information from support plans to tailor pupils' learning. This effective work means that pupils with SEND achieve well from their individual starting points.

Children begin to learn to read using phonics as soon as they start school. Staff use inventive ways to help pupils recall their sounds. Well-matched books provide pupils with the practise they need to become confident readers.

Any pupil who struggles receives extra support to help them catch-up quickly. Pupils regularly visit the well-stocked school library. They enjoy choosing books for quiet reading times or to take home.

Pupils gain pleasure in reading different genres and authors.

Behaviour is exemplary through the school. In the early years, children work together, sustaining high levels of concentration.

Pupils are polite and courteous. At playtimes they willingly share their games. Broad smiles and happy faces show confidence in their caring friendships with one another.

The school keeps a close eye on attendance. They provide helpful support where concerns arise. This ensures that pupils attend school frequently.

The school provides a rich range of experiences for pupils' personal development. At its' heart is building understanding about active citizenship. Pupils learn about diversity and equality.

They speak with enthusiasm about inspirational people such as Rosa Parks and Catherine Johnson. Pupils build skills for life. They take part in careers activities and enterprise opportunities.

They develop talents as musicians and performers. Pupils attend different clubs often leading ones such as chess and lego at lunchtimes. This means pupils are well prepared for life in modern Britain.

The trust pays close attention to the work of the school. The academy committee asks the right questions to both support and challenge the actions of the school. Collaborative arrangements between schools in the trust has further strengthened the curriculum.

Staff welcome opportunities to develop their careers. They speak positively of how the school considers their workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the curriculum does not specifically identify the concepts that help pupils build their knowledge in the long term. This means pupils do not think deeply about the things they learn. The school needs to ensure that the curriculum makes clear the precise concepts that helps pupils to develop a rich knowledge of all the subjects they study.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in December 2017.