Westbrook Old Hall Primary School

What Ofsted said

From the inspection on 12 May 2026

Staff greet pupils warmly at the start of the school day. This helps pupils to feel safe and welcome. Pupils enjoy their learning and are keen to learn. Most pupils behave well during lessons, but some lose concentration and distract others. This can disrupt learning. Leaders have recently identified the barriers that some pupils face to their learning. Despite this, teachers do not adapt learning well enough to meet pupils' needs. This is particularly the case for pupils who have special educational needs and/or disabilities (SEND). Pupils in the early years and key stage 1 are beginning to benefit from a stronger curriculum. From key stage 2 onwards, pupils' learning experiences vary too much, which limits their chances of progressing as they should. Pupils, including those with SEND and those who are disadvantaged, attend well. They understand the importance of getting to school on time. They are rarely late. Pupils are proud of their school. They strive to be 'Golden Learners'. When they get this award, they wear their lanyards with pride. Pupils enjoy breaktimes. They like to play games and socialise with their friends. Some pupils help younger pupils through buddy roles. Pupils understand what bullying is and know that adults take it seriously and respond quickly if it occurs. Members of the elected Pupil Leadership Team have a real sense of purpose. They help in assemblies and support their peers through tricky moments. They are proud to be role models. Through these roles, pupils gain confidence, responsibility and a stronger connection to the school community. Pupils trust their teachers. They feel cared for by adults who know them well. When pupils have worries, trusted adults listen and act quickly. Some pupils benefit from a 'soft landing' to the day, where they can talk things through and have breakfast before lessons begin. Pupils enjoy attending clubs, such as the choir and a variety of sports clubs.

What the school should improve

• Leaders should ensure that the information they have about pupils' barriers to learning is used effectively by teachers to adapt teaching so that these pupils overcome these barriers and achieve well.
• Leaders should ensure that staff apply consistent, high expectations of behaviour in all aspects of school life.
• Leaders should ensure that the key knowledge that children will learn is identified and sequenced across all areas of the early years curriculum. This will inform the quality interactions, indoors and outdoors, and the communication staff have with children.
• Leaders should ensure that the curriculum is taught consistently well across all classes and subjects so that all pupils, including those with SEND and disadvantaged pupils, are ready for the next stage of their education.
• Leaders should strengthen the personal development programme so that pupils develop a deeper understanding of fundamental British values and a clearer understanding of equality and diversity.
• Governors and trustees should strengthen their oversight of the school so they can accurately assess the impact of leaders' work and secure sustained improvement.

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