West Croft School

What Ofsted said

From the inspection on 19 May 2026

The school has experienced considerable instability in recent years, which has negatively affected pupils' education. Pupils at West Croft Primary School do not receive an acceptable standard of education. For too long, pupils have left school at the end of Year 6 with outcomes in national tests below national standards. This means they are poorly prepared for the next stage of education. Across the school, many pupils have significant gaps in their learning. School leaders are addressing the required improvements but have not acted with the level of urgency needed to address the decline in standards. Pupils with special educational needs and/or disabilities do not consistently receive the support they need to be successful. This is because assessment is not used precisely enough to ensure learning activities are accurately matched to what pupils are able to do. School leaders and staff are not sufficiently ambitious for what pupils could achieve. Expectations for pupils' behaviour are inconsistent, and inappropriate behaviour is not addressed promptly. This means there are regular incidents of poor behaviour, and bullying occurs. Furthermore, pupils do not attend as regularly as they should. In the early years, actions to improve teaching are at an early stage. Leaders are not sufficiently focused on developing children’s language and communication skills so that children are ready for Year 1. Pupils enjoy coming to this welcoming school. Staff have positive relationships with pupils, which helps to keep pupils safe. Pupils know they can speak to a member of staff if they have any concerns.

What the school should improve

• Leaders must accurately identify the needs of pupils who face barriers to learning, especially pupils with special educational needs and/or disabilities, and ensure they receive the support they need to thrive.
• Leaders must ensure that teachers can identify and address gaps in pupils' reading, writing and mathematics knowledge so that pupils can access learning and achieve well.
• Leaders should ensure that teachers use the new assessment systems effectively to identify gaps in pupils’ knowledge and adapt teaching so that pupils learn well.
• Leaders should ensure that staff apply the behaviour policy consistently so that all pupils learn in a calm, orderly environment.
• Leaders should ensure that early years staff use information about children’s starting points to plan purposeful interactions and activities that develop vocabulary, deepen understanding and strengthen writing and early communication skills.
• Leaders and governors should strengthen how they evaluate the impact of their work, including on inclusion, so that they can take timely, effective action to address the school's urgent weaknesses.
• Governors must develop the skills, knowledge and expertise to challenge and support leaders effectively so that they have accurate information about the quality of education pupils receive.

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