On Track Education Centre Westbury

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About On Track Education Centre Westbury

Name On Track Education Centre Westbury
Website http://ontrackeducation.com
Ofsted Inspections
Mr Christopher Gillam
Address Broadway House, Headquarters Road, Westbury, BA13 4JY
Phone Number 01373859803
Phase Independent (special)
Type Other independent special school
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 35 (72.7% boys 27.3% girls)
Local Authority Wiltshire

What is it like to attend this school?

Pupils speak very fondly of their school. For many of them this is the first time that they have enjoyed school and been successful within it.

Relationships between staff and pupils are friendly and supportive. Pupils really appreciate these relationships and trust the adults who work with them. As a result, pupils feel able to speak with staff very openly and this actively supports their development.

There is a strong focus on meeting the needs of individual pupils, and the school plans its curriculum carefully. It is well matched to pupils’ education, health and care (EHC) plans and pupils’ learning needs.

There are many trips and visits for pupils across the school year. These widen pupils’ knowledge and experience and they describe how much they enjoy them. The school also organises many events for fun, such as a school fete and sports day. These are days when pupils, staff and parents come together for activities, celebration and enjoyment.

Pupils’ behaviour in lessons and around the school site is calm, orderly and well-mannered. Bullying is rare, but if it occurs, it is quickly and effectively managed by staff.

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

Proprietors work very closely and effectively with the school’s leaders. As a result of their actions, the school meets all of the independent school standards.

Leaders have created a strong and very well-developed ethos that permeates the school. Staff share leaders’ values and work well together as a team. As a result, this is a happy school where pupils value and trust the staff. Many pupils who have failed to thrive in education are beginning to learn for the first time. As a result of the skills of staff, the school is able to understand and meet pupils’ complex needs. This enables pupils to re-engage in learning and make progress.

Leaders have completed much work to develop the structure and sequencing of the curriculum. Those staff who have responsibility for subject leadership have successfully adapted the curriculum to meet the needs of individual pupils. For example, the mathematics curriculum provides a number of ‘pathways’ for pupils who are at different stages of mathematics learning. The school is continuing to develop its curriculum across all subject areas. The new library is helping to ensure that reading is given a greater priority across the school.

Staff are skilful at creating individual learning plans that reflect pupils’ EHC plans and ensure that pupils’ different needs are met. Teachers assess pupils’ learning well and include this information in the termly report for parents. Teachers’ subject knowledge is good. For example, teachers have good mathematical knowledge and explain this well to pupils who value this.

The school is successful at creating unique learning pathways for its students in the sixth form. This work begins early, at key stage four, to ensure that their next steps are well planned. All sixth-form students continue to follow courses in English and mathematics with some success.

Pupils’ behaviour in classrooms and at social times is very calm and orderly. Pupils describe behaviour as good and some told us how much they appreciate the generally ‘quiet school’. Records show that behaviour at the school has improved over time. Every pupil has a key worker who plays an important role in understanding their needs and ensuring the school responds to them. However, pupils are often over-reliant on the adults with whom they work and lack independence and resilience.

The school has strong working relationships with parents that are maintained through regular telephone conversations. The school’s ethos is one which highlights the positive achievements of pupils and celebrates this with everyone.Both within and beyond the classroom, the personal development curriculum is at the heart of the school. The personal, social and health education curriculum is a well-planned sequence of learning. The personal development curriculum is well focused on meeting the needs of individual pupils. The school maintains an annual ‘activities and cultural calendar’. This shows a range of events and topics to develop pupils’ knowledge and understanding of social and cultural diversity. For example, there are frequent trips beyond school, with follow-up work that builds on and consolidates these visits. These include visits to the local war memorial and the museum, and work supporting the local food bank.

Leaders take careful note of the workload of staff, and this has resulted in good staff morale. In a recent survey, all agreed that they enjoy working at this school.

The school’s accommodation has been subject to high-quality improvements. There are now specialist areas for the teaching of science and cookery. A multi-use games area has been recently built in the grounds.


The arrangements for safeguarding are effective.

There are strong and effective systems and policies to keep pupils safe. Pupils feel very safe and feel able to talk to staff if they have any concerns. The high quality of relationships between staff and pupils make for a very positive, calm and supportive atmosphere within the school.

Those responsible for safeguarding are appropriately trained. They ensure that all staff receive regular and appropriate training.

The school has effective processes in place to ensure that suitable staff are recruited.

What does the school need to do to improve?

(Information for the school and proprietor)

The school has done much work to structure and develop its curriculum. This is enabling pupils to make stronger progress. However, in order to ensure that this is consistent across the school, leaders need to further develop the subject and pedagogical knowledge of staff. . Pupils have positive attitudes to learning. However, they are overly reliant on the support and interventions of their teachers. The school needs to build greater resilience and independence in its learners.

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