Westwood First School

Highlights from Latest Inspection

What is it like to attend this school?

This is a happy and welcoming school where pupils love to learn. Staff nurture pupils' character and have high aspirations for them to achieve well.

There is a real focus on the multi-academy trust's motto of 'be the best you can be'. Staff provide pupils with memorable learning experiences and opportunities. As a result, pupils develop as well-rounded individuals.

Parents agree. One parent summed up the views of many when they said, 'My children are guided and encouraged by their teachers to become intelligent, kind, courteous and respectful children.'

Pupils enjoy school and feel safe.

They develop positive relationships with adults and each other.... Pupils behave well in lessons and at playtimes. They are kind, considerate and friendly to visitors.

Incidents of poor behaviour are rare. Pupils are confident that staff will sort out any issues which occur quickly.

Pupils benefit from a wide range of enriching opportunities.

These include visits to the theatre, to gardens and to several different museums. In addition, the school provides a number of clubs for pupils to attend, such as sports, choir and arts. Leaders have plans to develop the range of clubs offered further.

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

Children get off to a great start at Westwood First School. Staff are skilled at building on pre-school experiences and early skills, such as how to cooperate with each other. Staff quickly form positive and productive relationships with children.

They know the children well and understand their individual needs. Adults create a learning environment which immerses children in language. Learning activities help children to practise and remember what they have learned over time.

The school has developed a well-sequenced curriculum, with early years as the starting point for all learning. Subject leaders have designed a clear plan for their subject curriculum, identifying the important knowledge and vocabulary that children are expected to learn across each year group and through the school. Staff use these plans as a basis to plan activities.

However, sometimes the activities that staff plan do not support the intended knowledge. When this happens, pupils do not learn as well as they could.

Reading is at the centre of the curriculum.

Staff read stories regularly to pupils in order to engage them and enhance their learning. Staff have all received training in the teaching of early reading, and lessons focus closely on learning and practising the sounds that pupils need to know. However, some of the books that pupils read are not as closely matched to the sounds pupils need to learn.

As a result, some pupils do not practise and remember these sounds as well as they could.

Pupils concentrate and work hard in lessons because teachers make learning interesting. They enjoy earning 'merit points' when they are successful.

Teachers assess what pupils have learned and use this information well to modify, consolidate and develop pupils' learning.

The school makes sure that pupils with special educational needs and/or disabilities (SEND) are identified quickly. The SEND coordinator ensures that staff and parents are clear about the extra support a pupil may need.

As a result, teachers make suitable adaptations so that all pupils with SEND can join in lessons and learn the curriculum.

Pupils are very accepting and respectful of others. They talk about human rights and demonstrate an awareness of global issues.

Through the curriculum, as well as through assemblies and theme days, pupils have very effective opportunities to develop their awareness of fundamental British values. Pupils have opportunities to promote their confidence and sense of responsibility. For instance, some pupils act as 'playground buddies' and 'arts ambassadors'.

Pupils take pride in their work, and take these duties seriously.

The multi-academy trust knows the school very well. It provides effective support to governors in order for them to carry out their role.

Staff work collaboratively with colleagues across the trust in a variety of ways. This helps to share expertise and develop many aspects of the school's work.

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 does not ensure that pupils at the early stage of reading consistently read books that match the sounds they are learning. This means that some pupils do not get enough practice of these sounds. The school should ensure that the books pupils read are closely matched to the sounds they are learning.

• In a small number of subjects, not all activities planned by teachers enable pupils to learn the intended curriculum. This slows pupils' learning. Leaders should develop staff's expertise in how to plan activities that support pupils to remember more across the curriculum.

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