|Ofsted Inspection Rating||Good|
|Inspection Date✝||13 February 2014|
|Address||Highfield Road, Bourne End, SL8 5BE|
|Religious Character||Does Not Apply|
|Number of Pupils||49 (91.8% boys 8.2% girls)|
|Percentage Free School Meals||30.6%|
|Percentage English is Not First Language||5.3%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
Information about this school
Westfield School is a 4–11 special school for pupils with behavioural, emotional and social difficulties many of whom, in addition, have complex needs such as autistic spectrum disorders and speech, language and communication difficulties. Currently, all pupils in the school are in Key Stage 2 and only two are girls. Almost 90% of pupils joined the school at times other than the start of Year 1 and the rate of mobility is typically very high. All pupils have a statement of special educational needs. Since the previous inspection, the school has experienced a period of turbulence with major changes, especially this academic year. The deputy headteacher was appointed substantively to her post in September 2013. Almost 40% of teachers have been in the school for less than a year and two classes are taught by temporary teachers. All governors except the Chair of the Governing Body and one other governor are new. An above average number of pupils are from minority ethnic backgrounds. Very few speak English as an additional language. Almost half of pupils are supported by the pupil premium (additional government funding for pupils known to be eligible for free school meals, children who are looked after by the local authority and children of service families).. The school has also received additional funding to support sporting activities. The school works collaboratively with several professionals, especially the speech and language therapist (SALT) and others such as professionals from the Child and Adolescent Mental Health Service, occupational therapists, family resilience teams and Educational Psychology Service. The school manages a specialist provision for pupils with complex special educational needs. This specialist provision can cater for a maximum of four pupils at a time.
Summary of key findings for parents and pupils
This is a good school. The headteacher and the recently appointed deputy headteacher have ensured that all staff share their considerable and relentless ambition to improve the school. Governors, leaders and managers have been successful in driving improvements in teaching and pupils’ achievement. The rate of progress in the last three years is good and is improving rapidly in reading, writing and mathematics. Pupils make good progress in their listening, language and communication skills because : of the collaborative work of the school and external professionals such as speech and language therapists. The few pupils with complex special educational needs educated in the ‘specialist provision’ are making outstanding progress. All groups of pupils including those supported by the pupil premium are making good progress. Teaching in the last three years has been consistently good and is responsible for pupils’ raised achievements. Staff use a well-planned, consistent behaviour process that stresses ‘cause and effect’ which helps the teaching and management of behaviour in the school. As a result, pupils’ attitudes and behaviour are good and pupils feel safe. Pupils’ social, moral, cultural and spiritual development is driven through a clear focus on opportunities for pupils to ‘organise and manage themselves’ in order to uphold the school’s ethos. This is a strength of the school. It is not yet an outstanding school because : Some teaching by temporary teachers is not as strong as that of other staff. Marking of pupils’ work is not letting them know how well they have achieved and what to do next to improve their work. Pupils are not writing frequently enough and for different purposes or using problem-solving skills in a range of subjects. The school’s expectations of a few more able pupils are not high enough. New subject leaders are not yet effective in their roles in developing the quality of teaching and pupils’ progress in their subject areas.
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