The West Park Academy

What Ofsted said

From the inspection on 14 July 2026

Pupils belong, achieve and thrive in this caring school community. They are happy and feel safe. Pupils say staff listen to them and deal with problems quickly. Staff know pupils well and understand their individual needs. Effective support is provided for disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and those known or previously known to social care. This helps these pupils to overcome any barriers to learning and wellbeing. Relationships across the school are warm and positive. Pupils describe staff as kind, supportive and approachable. These relationships help pupils feel valued and included. Pupils with SEND participate fully in school life because support is carefully adapted to meet their needs. Pupils enjoy learning and engage well with the curriculum. Children in the early years develop the knowledge, skills and confidence needed for future success. Across the school, pupils build secure knowledge in reading, writing, mathematics and the wider curriculum. Many speak confidently about their learning, use subject-specific vocabulary accurately and explain their thinking clearly. Most pupils achieve well from their starting points and take pride in their work. Behaviour is positive in lessons and around the school. Pupils understand expectations and follow routines. At social times, pupils play sensibly and cooperate well with others. Staff reinforce expectations, supporting pupils to make positive choices. Pupils understand bullying. They are confident that adults deal with issues fairly and effectively. Pupils benefit from a range of wider opportunities. Pupils take part in clubs and trips. They are proud of their leadership roles, such as being a member of the school council. Older pupils engage in opportunities, such as the school's Year 6 enterprise project. These experiences build confidence, responsibility and a secure sense of belonging. Most pupils attend regularly, with leaders working closely with families when attendance becomes a concern.

What the school should improve

• Leaders should continue to strengthen attendance strategies, particularly for pupils who are persistently absent, so that attendance improves further and more pupils benefit fully from being in school.
• Leaders should refine assessment and feedback practices further, particularly in the wider curriculum, so that teachers identify and address gaps in pupils’ knowledge more consistently and pupils remember more over time.
• Leaders should strengthen the implementation and evaluation of the personal development curriculum, so that pupils develop a deeper understanding of different faiths and protected characteristics and can recall this learning more securely.

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