West Row Academy

Name West Row Academy
Website http://westrow-academy.co.uk/
Ofsted Inspection Rating Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address Beeches Road, West Row, Bury St Edmunds, IP28 8NY
Phone Number 01638715680
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 224 (50% boys 50% girls)
Number of Pupils per Teacher 21.7
Academy Sponsor Eastern Multi-Academy Trust
Local Authority Suffolk
Percentage Free School Meals 8%
Percentage English is Not First Language 5.9%
Persisitent Absence 7%
Pupils with SEN Support 16.2%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (25 April 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

The school meets requirements on the publication of specified information on its website. The school is smaller than the average-sized primary school and is increasing from having one class in each year group to two. There are two classes in the current Reception and Year 1 and it is planned that these will feed through the school. The school was below the floor standards in 2016. The floor standard was met in 2014 and 2015. This school is a coasting school. Since the previous inspection, there have been a significant number of staffing changes, including changes to the leadership of the school. A new headteacher and deputy headteacher took up post in September 2015 and there is a new leader for special educational needs. There have been changes in the subject leadership of English and mathematics. The proportion of pupils identified as having special educational needs and/or disabilities is close to that seen nationally, as is the proportion of pupils who have a statement of special educational needs or an education, health and care plan. The proportion of disadvantaged pupils is below average. Most pupils are of White British heritage. Many pupils who start in the Reception Year do not complete their education at the school. A higher number of pupils than is seen nationally leave or join the school part way through the school year.

Summary of key findings for parents and pupils

This is a school that requires improvement Improvements since the previous inspection have been too slow and standards have declined. Until recently, leaders had not focused on the right areas and governors had not held them to account as well as they should. Many pupils carry a legacy of underachievement. High turnover of staff and weaker teaching in some year groups has left gaps in pupils’ skills and in their learning. Although rates of progress are improving, some pupils in upper key stage 2 have not yet caught up and are working below the standards expected for their age. The quality of teaching, learning and assessment is inconsistent. Some teaching and planning lacks challenge, especially for the most able pupils. Consequently, not enough pupils reach the higher standards. Progress and attainment in reading and writing are improving across the school but that in mathematics still lags behind. Until recently, the leadership of mathematics has not had the impact that it should in terms of driving up standards. The quality of pupils’ work in subjects other than English and mathematics is sometimes poor. There are not enough opportunities to write about interesting things through the topic work. The school has the following strengths The relatively new headteacher has accurately identified the school’s strengths and areas where improvement is required. Stronger teaching across the school, combined with new approaches to teaching, is leading to improved rates of progress, especially for reading and writing..Children in the Reception classes thrive and make good progress in all areas of their learning. Pupils are well cared for. They enjoy school and feel very safe. Safeguarding procedures are rigorous and the school supports vulnerable children well.