Westcroft Maintains ‘Good’ Inspection Rating

Westcroft is a ‘Good’ School

In its recent Ofsted inspection, Westcroft School was judged to be a ‘Good’ school.

Safeguarding is Effective

The leadership team has ensured that all safeguarding arrangements are fit for purpose. You have appointed four designated safeguarding leaders, so there is always someone available to deal with any potential issues. Staff log their concerns in detail so that pupils’ emerging welfare needs are addressed swiftly and any patterns in concerns are identified.

The executive headteacher is a specialist in safeguarding. As a result of her support, all leaders have a sharp understanding of current, local risks and how they affect pupils in the school. Staff are well trained to spot any signs that pupils might need extra support. There is a strong culture of vigilance and information sharing across the school.

Summary of Key Findings for Parents and Pupils

  • As a result of changes to the curriculum, teaching and assessment, made in response to pupils ’ changing needs, pupils make good progress. Across all year groups, pupils are making progress towards their targets. At the end of key stage 4 and key stage 5, almost all pupils go on to appropriate destinations. They also achieve a range of useful accreditations in personal skills, communication, horticulture and animal management, for example.
  • In lessons, relationships between staff and pupils are warm, caring and positive. Teachers clearly know pupils well and match tasks to their individual needs. Teachers also work closely with teaching assistants, and together they ensure that all pupils take part in learning activities at their own level.
  • Leaders use a range of methods to improve attendance, including home visits, strict guidelines on medical appointments and early intervention when attendance dips. This has led to improved rates of attendance and a reduction in persistent absence over the last year.
  • Leaders make sure that teachers focus on meeting disadvantaged pupils’ learning needs and this group of pupils are making steady progress towards their targets. However, leaders’ assessment of the barriers facing disadvantaged pupils is not well enough developed and their evaluation of the impact of this funding lacks detail. As a consequence, governors cannot hold leaders to account as effectively as they might.
  • Some funds from the physical education (PE) and sport premium have been used in ways that do not meet the requirements of this funding. They have not been spent on activities that create sustainable improvements to PE and sports provision for pupils.
  • Parents are very clear that they value the work of the school highly. For example, one parent told inspectors, ‘This school has changed my child’s life … it has changed mine too.’ Another parent commented, ‘My child has blossomed since attending Westcroft.’ These comments are representative of many other comments that parents made to inspectors.

Next Steps

Leaders and those responsible for governance should ensure that:

  • the system to monitor pupils’ progress is consistently reviewed and adapted as it becomes embedded across the school
  • planning for, and evaluation of the spending of pupil premium funding is sharpened so that governors can better hold leaders to account
  • all spending of PE and sport premium funding is checked to make sure that it has sufficient focus on supporting sustainable impact.