West Meadows Primary School

What Ofsted said

From the inspection on 6 January 2026

West Meadows Primary School is an improving school. Pupils are safe and happy. Most enjoy learning at school. However, some do not attend school regularly enough. Pupils generally behave well and show respect for others. Bullying occurs rarely. If it does, it is dealt with quickly and appropriately. Over time, pupils have not achieved consistently well. This includes children in the early years. However, new leadership has raised expectations and standards. Pupils have better opportunities to develop academically and socially because of changes leaders have recently made. Adaptations to the curriculum and teaching have begun to improve pupils' learning. Not every pupil is getting the same positive experience in lessons but leaders are taking quick steps to change this. Staff know how to support pupils who are vulnerable, including pupils who are disadvantaged, pupils with special educational needs and/or disabilities and pupils who face other barriers to their learning. Leaders have developed approaches to make this even better, but it is not done consistently well across the school. A revised programme to support pupils' personal development has recently been introduced. This has supported pupils to develop their understanding of fundamental British values and the importance of equality. However, this is in the early stages, and some pupils' understanding is more secure than others. The introduction of the 'West Meadows Moments That Matter' programme across the school offers opportunities for pupils to engage with a number of extra-curricular clubs and activities. These include community events such as carol singing in a local care home. Some pupils are already engaging with this programme, and leaders recognise the need to expand participation further.

What the school should improve

• Leaders should ensure that staff consistently implement the school's revised approach to teaching and learning effectively, including in the early years, to ensure that children and pupils develop the necessary knowledge to progress to the next stage of education.
• Leaders should further embed training for staff to ensure that the identified needs of pupils are met, including pupils with special needs and/or disabilities, and that gaps in pupils' foundational knowledge and skills are supported and closed rapidly.
• Leaders should further embed the implementation of the attendance strategy to ensure that pupils attend well.
• Leaders should further increase participation in extra-curricular activities, particularly for pupils who are disadvantaged.
• Leaders should continue to develop systems of communication to ensure that parents support the work of the school as fully as possible.

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