Westbourne Academy

What Ofsted said

From the inspection on 10 June 2025

Most pupils behave very well. They are polite, friendly and work hard. Pupils are pleased when there are no distractions so they can get on well with their learning. Where behaviour is settled, pupils benefit from warm and positive relationships with staff. However, learning is frequently interrupted by the poor behaviour of some pupils. These pupils frequently display disruptive behaviour in lessons and corridors which significantly impacts the smooth running of the school. This behaviour can be intimidating and leaves some staff and pupils feeling nervous and unsettled. Mostly the school has high expectations of pupils' achievement. However, these are not fully realised. In some lessons, particularly where there are fewer disruptions, pupils enjoy their learning and achieve well. However, too often, teachers are unable to deliver the curriculum effectively due to the poor behaviour of some pupils. When this happens, pupils do not achieve as well as they should. Pupils are taught about life in modern Britain through a well-considered programme that promotes their personal development. They are taught about respect and tolerance. Many pupils are considerate and kind. However, a significant minority of pupils do not demonstrate these values. Many pupils dislike the prejudicial language that they frequently hear around school.

What the school should improve

• Some pupils, including a significant minority who are persistently disruptive and defiant, do not behave well. Many staff feel unsupported in managing behaviour. Often, pupils' poor conduct disrupts learning and contributes to some pupils feeling anxious and worried. The school should implement a clear, consistent behaviour policy and ensure that all staff are supported to apply it effectively to establish a safe, respectful environment for all.
• The school does not have a clear understanding of the specific needs of pupils with SEND. The support that they receive is inconsistent, and the separate spaces in which they work are not used well enough to provide targeted help. As a result, many pupils with SEND struggle to access learning. They do not achieve as well as they should. The school should improve its systems for identifying pupils' need in a timely manner. It should also ensure that staff are equipped to adapt their teaching appropriately so that pupils with SEND achieve well.
• The support for pupils at the earliest stages of reading is not coherently designed or delivered consistently well. The school does not have a sufficiently clear oversight of which pupils need help or how well they are progressing in building their reading knowledge. As a result, some pupils, including those with SEND, do not develop the reading fluency that they need to access the wider curriculum quickly enough. The school should ensure that its early reading support is timely, targeted to pupils' needs and closely monitored to secure rapid and sustained improvement in pupils' reading skills.
• Some pupils experience derogatory language from their peers. Often incidents are not reported. The school is not doing enough to challenge discriminatory attitudes or prevent them from happening. The school must take proactive steps to promote a culture of respect, where all pupils feel confident to report concerns and understand and demonstrate inclusion, equality and mutual respect.
• Pupils' attendance rates are low and show little sign of sustained improvement. Too many pupils are regularly absent from school, which affects their learning, their personal development and their sense of belonging. The school should develop and implement a clear, strategic approach to improving attendance. They should identify and address the barriers that stop pupils coming to school and ensure that appropriate support is in place where concerns persist. HMCI strongly recommends that the school does not seek to appoint early career teachers. The position regarding the appointment of early career teachers will be considered again during any monitoring inspection we carry out.

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