On Track Education Centre Westbury

What Ofsted said

From the inspection on 2 June 2026

Most pupils arrive having had unsuccessful or negative educational experiences. From the outset, pupils feel known, understood and valued. Leaders, teachers and key workers champion pupils and their needs. They greet them warmly as they arrive each day and invest time in understanding what interests and motivates them. These patient, positive interactions help pupils settle quickly and re-engage with learning. Over time, most attend more regularly. They develop their confidence and resilience and become more hopeful about their futures. Pupils recognise that staff believe in them, which helps them to believe in themselves. Pupils generally get along well with one another. They have no concerns about bullying, which is rare. Pupils appreciate staff’s vigilance and the prompt way they deal with any issues. Well-established routines, such as morning tutor time, give pupils predictability and a sense of belonging. They also provide staff with the time they need to understand pupils thoroughly. The longer pupils attend the school, the better they learn to regulate their emotions and manage their behaviour. Pupils enjoy the personalised curriculum pathways. Staff adapt these carefully to each pupil’s needs and interests. Pupils take pride in their achievements. They are motivated by the recognition they receive at daily briefings and the weekly celebration assembly. As they progress through the school, pupils gain a broad range of academic and vocational qualifications that equip them well for their next steps. Pupils value opportunities to develop life skills and contribute to the school and wider community. For example, they participate in a community garden programme and food bank projects. The school council plays an active role in organising events, such as the summer fayre. Visits from external agencies, including the police, health professionals and colleges, strengthen pupils’ readiness for adulthood.

What the school should improve

• Leaders should continue to develop staff expertise so that all staff provide consistent and effective support to pupils at the early stages of writing.
• Leaders should continue to review and refine their bespoke approaches to ensure that pupils attend school regularly and that persistent absence is further reduced.
• Leaders should build on current work to embed the careers programme by establishing links with a wider range of workplaces and employers.

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