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Pupils enjoy attending this calm and productive school. They say they are safe and happy because everyone understands the 'Westgate Values'.
These values help pupils care for and respect each other. Pupils are polite and friendly to staff and visitors.
Pupils are very positive about their school; they value it and like it.
They know there are trusted adults who will support them to learn and keep them safe. Pupils appreciate the effort staff take to get to know them. Relationships are positive.
Leaders have high expectations of what pupils should learn. They make sure t...hat the curriculum is well organised and planned to ensure that pupils learn key information at the right time. Staff are determined to give pupils lots of memorable experiences.
They are keen to restart visits linked to what pupils are learning.
Pupils behave well in lessons and say that they are able to learn. At lunchtimes, pupils play well together.
They enjoy learning how to skip. They play group games with the adults on the playground. Bullying rarely happens and if it occurs pupils are confident that all staff will deal with it effectively.
Pupils like the many opportunities that the school offers them.
What does the school do well and what does it need to do better?
Leaders have ensured that the information that pupils need to learn is well structured. This helps pupils to fill gaps in their knowledge and build on their skills.
Teachers frequently give pupils opportunities to build on and improve what they know and can do. For example, in mathematics, pupils quickly move on to more complex problem-solving work, using the knowledge that they have already gained. In physical education (PE), pupils know exactly how to improve their fundamental movement skills because of the detailed instructions teachers give them.
Teachers ask questions to check that pupils understand what they are learning. This helps teachers to identify accurately what pupils know and what they still need to learn. Teachers use this knowledge well when planning what they will teach pupils next.
Flashback activities at the start of lessons help pupils to remember what they have learned previously. Pupils link this knowledge to their current learning. They listen to their teachers and are confident in explaining their thinking.
They use more technical vocabulary in their answers, for example as they learn to speak like a scientist or a mathematician.
Leaders have prioritised reading. Pupils read regularly.
They have daily reading fluency lessons and develop their comprehension skills. Many pupils say they enjoy reading and are eager to achieve their platinum reading award. Pupils who are at an early stage of learning to read receive support through phonics-based intervention sessions.
Not all staff who support pupils in their reading have had up-to-date training. Leaders have not ensured that there is a consistent approach to helping pupils catch up with their reading.
Leaders have systems in place to identify and support pupils with special educational needs and/or disabilities (SEND).
Pupil profiles inform staff of individual targets and the best ways to support pupils with SEND. Leaders have not fully evaluated the impact of the support provided for pupils with SEND. They are not able to identify what support is having the greatest impact.
Pupils have a very positive attitude towards learning and focus on their work. Staff have high expectations for pupils' behaviour. Low-level disruption is rare.
In lessons, well-established routines help pupils settle down quickly.
There is a strong focus on pupils' broader development. There is a well-planned programme, with a strong ethos of tolerance and respect.
This prepares pupils well for life in modern Britain. Pupils discuss moral issues in history lessons, as well as exploring the rich local history surrounding the school.
The school is well led.
Staff say that leaders care about their well-being, as well as that of the pupils. They value the support and opportunities they receive. Staff are proud to work at the school.
Safeguarding
The arrangements for safeguarding are effective.
The school has a strong safeguarding culture. A large group of experienced and qualified staff make up the support team for additional needs who oversee the care of pupils.
Staff receive high-quality training in safeguarding and updates from experienced safeguarding leads. Staff understand their responsibility to report any concern. Leaders keep accurate records and use these to identify local safeguarding issues.
They are quick to act, involving other agencies when needed. They have appropriate procedures in place to manage any allegations.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The support for pupils who need help with reading is inconsistent.
This means that some pupils are not becoming fluent readers as quickly as they should. Leaders should ensure that all staff involved in leading and delivering reading catch up, including phonics intervention, have the necessary knowledge and skills to be able to provide effective support so that pupils quickly become fluent and accurate readers. ? Leaders have not fully assessed and evaluated the impact of the support provided for pupils with SEND.
As a result, staff are not routinely able to identify clearly what support is having the greatest impact and what targets to set for these pupils' future progress. Leaders need to ensure that all monitoring of the support pupils with SEND receive accurately assesses the quality and impact of this intervention.
Background
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.
Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.
This is the first section 8 inspection since we judged the school to be good in June 2016.
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