|Name||West Town Lane Academy|
|Ofsted Inspection Rating||Good|
|Address||West Town Lane, Brislington, Bristol, BS4 5DT|
|Religious Character||Does Not Apply|
|Number of Pupils||641 (50.7% boys 49.3% girls)|
|Number of Pupils per Teacher||21.5|
|Academy Sponsor||West Town Lane Academy|
|Local Authority||Bristol, City of|
|Percentage Free School Meals||14.8%|
|Percentage English is Not First Language||10.9%|
|Pupils with SEN Support||9.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (26 February 2019)
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
West Town Lane Academy is larger than the average-sized primary school. The proportion of pupils who are known to be eligible for free school meals is below the national average. The proportion of pupils with SEND or who are supported by an education, health and care plan, is below average. The school runs on-site breakfast- and after-school clubs, which are managed by the governing body.
Summary of key findings for parents and pupils
This is a good school Leaders have successfully raised the expectations of teachers and pupils. Staff have succeeded in making sure that pupils are encouraged to see their potential and are given the self-confidence to work hard and aim high. Leaders have ensured that teaching is good overall. All groups of pupils learn well and make good progress in reading, writing and mathematics. This includes those with special educational needs and/or disabilities (SEND), disadvantaged pupils and the most able. The teaching of mathematics and reading is strong in most year groups. Pupils are confident and eager readers. They use and apply their knowledge to reason and problem solve with confidence. However, some inconsistencies in pupils’ attainment remain. Pupils in Year 4 are not challenged as well as pupils in other year groups. Children make great strides in their learning when they start their education in early years, because of the strong care and opportunities offered. They make good progress across all areas of learning. Subject and phase leaders make a positive contribution to school improvement. Their work is beginning to have a notable impact on raising pupils’ achievement. However, there is a lack of clarity in the roles and responsibilities of some of these leaders, which means that they are unable to monitor their subjects as well as they could. The curriculum, although broad and balanced, does not sufficiently encourage pupils to fully develop and extend their skills in reading, writing and mathematics. The additional funding for pupils with SEND and the pupil premium fund are spent precisely on addressing pupils’ learning and emotional needs. As a result, these pupils make good progress, particularly in reading. Pupils enjoy coming to school; they are well behaved, feel safe and show care and consideration to others. Pupils’ spiritual, moral, social and cultural development is strong. Pupils are well prepared for life as citizens in modern Britain and for the next stages of their lives. Governors are ambitious for the school. They challenge leaders and insist that actions are taken when aspects of the school’s work do not meet expectations. However, governors still do not receive sufficiently detailed and precise information for holding leaders to full account.