West View Primary School

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About West View Primary School

Name West View Primary School
Website https://westview.adastraschools.org/
Ofsted Inspections
Headteacher Miss Lauren Furness
Address Davison Drive, Hartlepool, TS24 9BP
Phone Number 01429267466
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 470
Local Authority Hartlepool
Highlights from Latest Inspection

What is it like to attend this school?

Pupils like school. School sweatshirts are worn with pride. Displays around school remind pupils to believe in themselves with positive statements like 'I can be anything I want to be'.

Pupils know who to talk to if they have concerns. They know that they will be listened to. This helps them to feel safe.

Pupils appreciate the many clubs on offer. The 'Glee' club, dodgeball and robotics are favourites.

Adults have high expectations of pupils.

Pupils understand and live up to these. Pupils try hard in lessons. Breaktimes are energetic, sociable events where toast and fruit is available.

Pupils understand the simple rules of 'ready, respectful..., safe'. Staff sort out any behaviour incidents swiftly and calmly. Teachers deal with occasional bullying immediately.

Older pupils enjoy reading with younger children in Reception or accompanying Nursery children on their 'welly walk'. Leaders have ensured that pupils are provided with effective pastoral support. Staff are available to talk at any time, to deal with pupils' anxieties and oversee practical support for pupils and their families.

Some pupils describe the school environment as having a 'homely and natural vibe'.

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

Following the pandemic restrictions, many pupils returned to school with significant gaps in their knowledge, especially in reading and writing. This was despite leaders' efforts to ensure that pupils received education when not at school.

Leaders and staff have adapted the curriculum for phonics and writing to ensure that teachers identify and address these gaps.

Leaders have a sharp focus on making sure that all pupils quickly become confident and fluent readers. A new approach to teaching phonics is now in place.

All staff are trained and have regular reminders and refreshers to keep their knowledge of how to teach reading up to date. Teachers check in lessons to spot if any pupil needs extra help in learning to read. These pupils receive this in regular catch-up sessions.

Reading has a high profile across the school. Everywhere you look, there are inviting, cosy spaces to read and old suitcases full of books, encouraging pupils to sit and enjoy a book.

Leaders have created a curriculum that enriches pupils' wider experiences.

In some subjects, such as art and design and mathematics, leaders ensure that pupils connect learning through key ideas that thread through the knowledge they need to learn. Pupils build knowledge step by step based on what they already know. In most subjects, leaders have identified the precise knowledge that pupils need to remember and that teachers must check to make sure that pupils have learned this.

In a few subjects, such as science and geography, leaders are still developing this curriculum structure. Key knowledge in these subjects is sometimes not precisely identified. Occasionally, teachers do not provide enough opportunities for pupils to apply new knowledge so that it becomes fixed in their long-term memory.

The environment in the early years supports children to become independent learners. It is engaging, provoking children's inquisitiveness. Children explore and test out ideas, developing their resilience.

Adults are skilled in questioning and understanding individual children's needs. However, in some areas, leaders have not identified carefully enough what knowledge children need to learn to be ready for key stage 1.

All pupils access the full curriculum, and all the school has to offer.

This includes pupils identified as having special educational needs and/or disabilities (SEND). Pupils' additional needs are quickly identified. Plans of support for pupils with SEND are clear and focused.

Leaders fully involve parents in creating these. If needed, staff make adjustments to help pupils with SEND access the curriculum. For example, teachers provide extra subject-specific vocabulary or adapt the way that work is recorded.

Pupils behave well and are keen to succeed. Pupils learn about equality, diversity and respect. They explain that people of different races or cultures should be treated equally.

Pupils learn about healthy relationships and different families. Pupils aspire to be part of the school council. The eco council works to improve the school environment by saving energy or collecting litter.

Visits out of school develop pupils' appreciation of local places of natural beauty or historical importance. Pupils make visits to different places of worship, learning about Christianity and other faiths.

The local academy committee continues to challenge and support leaders in school improvement, working closely with trustees and school improvement leaders from the trust.

West View is a happy school. Staff morale is high. Teachers appreciate the time that leaders give them to complete their work.


The arrangements for safeguarding are effective.

Safeguarding sits at the centre of the school's work. Leaders make sure that all adults receive regular training about keeping pupils safe.

Staff know how to identify pupils who may need help. Leaders are vigilant in recording and following up all concerns about pupils' safety. Leaders put in place appropriate support and help for any vulnerable pupils or families.

Pupils learn how to manage some of the risks they might face in and out of school. They learn about stranger danger, road safety, being safe online and the importance of mental and physical health.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some parts of the curriculum, such as geography and science, the essential knowledge that leaders want pupils to know is not identified clearly enough.

This also applies to the early years. This means that some pupils struggle to connect their learning and build on what they already know. Leaders should review the curriculum to ensure there is absolute clarity for teachers about what pupils should know and remember at each stage of learning in all subjects.

• In some subjects, teachers do not provide enough opportunities for pupils to practise and apply their knowledge. This means that pupils can struggle to remember some important aspects of the curriculum. Leaders should ensure that teachers build in sufficient time for pupils to use and apply their knowledge to help embed learning into their long-term memory.

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