West Park Academy


Name West Park Academy
Website http://www.westparkacademy.org.uk
Ofsted Inspection Rating Good
Inspection Date 25 March 2015
Address Alderman Leach Drive, Darlington, County Durham, DL2 2GF
Phone Number 01325380792
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 465 (50% boys 50% girls)
Number of Pupils per Teacher 23.3
Academy Sponsor Shared Vision Learning Trust
Local Authority Darlington
Percentage Free School Meals 14.8%
Percentage English is Not First Language 2.2%
Persisitent Absence 8.4%
Pupils with SEN Support 9.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a much larger than average-sized primary academy. A very large majority of the pupils are of White British backgrounds with very few who speak English as an additional language. The proportion of disabled pupils and those who have special educational needs is lower than the national average. Currently, there is a below average proportion of disadvantaged pupils eligible for pupil premium funding. This funding is to support those pupils who are known to be eligible for free school meals and those who are looked after by the local authority. A few pupils are from service families and are supported through the services premium. A higher than average number of pupils join the academy at other than the normal time. The academy meets the government’s current floor standard, which are is the minimum expectation for pupils’ attainment and progress in English and mathematics by the end of Year 6. Children in early years attend part time for either morning or afternoon sessions. Typically, two-thirds of the children in the Nursery progress to Reception to be joined by children from other nurseries. The academy provides a breakfast club each day for pupils. West Park Day Nursery is a privately run day-care facility located on the site, but is not managed by the governing body. It is subject to a separate inspection. Reports for this setting may be viewed at http://gov.uk/ofsted.

Summary of key findings for parents and pupils

This is a good school. The passion and enthusiasm of the headteacher, ably supported by a talented deputy headteacher and a committed staff have created a highly positive school atmosphere. As a result, pupils thrive and achieve well. Good and occasionally inspiring teaching enables most pupils to exceed what is expected of them. Disadvantaged, disabled and pupils who have special educational needs and those with English as an additional language achieve well. Increasingly, teachers make learning thought-provoking, interesting and challenging to help pupils think critically and for themselves. The high-quality spiritual, moral, social and cultural development of pupils makes a telling contribution to their positive, friendly and helpful attitudes. Behaviour is good and at times exemplary. Pupils are keen to learn and are hard-working. Relationships between adults and pupils are rooted in mutual respect and trust. This plays a strong part in pupils’ good achievement. Pupils’ relationships with each other are typified by kindness, respect and tolerance. Consequently, pupils feel safe, enjoy school life and are happy. High quality care and nurturing are school strengths. New pupils are warmly welcomed when they arrive, often at other than the normal time. The rich and interesting curriculum helps to bring learning to life, stretch pupils’ thinking and deepen their understanding. The committed governing body is highly supportive. Governors are ambitious for the school, well informed, challenging and display a firm grip on the strategic direction of the school. It is not yet an outstanding school because : Teaching is not yet outstanding enough to ensure a consistent pattern of rapid progress and high achievement. The good information available about pupils’ progress is not always used to precisely pinpoint gaps in their learning. Occasionally, not enough is demanded of pupils: their work is not presented as accurately as it could be in mathematics, marking does not always provide helpful advice for improvement and essential corrections are not always completed.