Boston West Academy

What Ofsted said

From the inspection on 11 June 2024

The positive, inclusive culture in this school is underpinned by a collective commitment to its 'CARE values': collaboration, attitude, respect, and equality. Children learn these values in the early years. Throughout the school, pupils are proud of the rewards they earn for demonstrating them. Pupils feel safe and well cared for in the school. They enjoy positive relationships with staff and value the nurturing support that is offered when they need it. The school has high expectations for all pupils. Staff know the pupils very well. They constantly reflect on and develop their practice to ensure that all pupils are supported to learn well. Pupils with special educational needs and/or disabilities (SEND) receive excellent support to access the curriculum. Pupils, including those with SEND, achieve well. The curriculum that supports pupils character development is exceptional. Pupils benefit from a well-considered array of clubs, trips, and memorable experiences. There are lots of opportunities for them to take on responsibilities. Many do so proudly. Pupils enjoy opportunities for outside learning. They learn about birds and insects in the 'garden of inspiration'. Pupils are involved with growing fruit and vegetables, as well as tending to the school's honeybees, to support learning about sustainability and healthy eating.

What the school should improve

• In some non-core subjects, the knowledge that pupils should learn has not been precisely identified. Components of knowledge are not always presented in a way that helps pupils to make connections to what they have learned before. In some lesson activities, there is a lack of clarity around what important knowledge pupils need to learn and remember. In these subjects, pupils' learning is not as deep as it might be, and they do not always remember what they have learned. The school needs to make sure that the curriculum in every subject identifies precisely what pupils will learn, and that lessons are sharply focused so that pupils learn important knowledge securely.
• In some lessons, routines for checking pupils' understanding are not applied consistently. This means that misconceptions and gaps in pupils' understanding are not always identified and addressed quickly. The school needs to ensure that routines for checking understanding and addressing misconceptions are applied consistently across the curriculum.

Read the full Ofsted report (opens in a new tab)