Westfield School

What Ofsted said

From the inspection on 20 January 2026

Pupils appreciate that this school is improving and feel that staff want the best for them. They build positive relationships with staff, who know them well. Most pupils behave well and respond to the ‘Westfield Way’ expectations. However, some pupils have not developed the learning behaviours needed to help them succeed. Pupils feel safe and say that adults deal with bullying and unkind language when it happens. Pupils know whom they can talk to if they are worried. Many pupils enjoy their learning, particularly when teachers explain ideas clearly and help them understand how new knowledge links to what they have learned before. This is increasingly the case across the school. However, at times, pupils with special educational needs and/or disabilities do not experience teaching that is well matched to their needs. Pupils also experience variable support with the development of their literacy skills and with feedback on their work. This limits the progress that pupils make through the curriculum and how well they achieve. Too many pupils miss school too often. This affects how well they achieve and how fully they can take part in school life. Leaders are working to address this, but more improvement is needed so that all pupils can realise their full potential and achieve well. Pupils enjoy wider opportunities such as entrepreneurial projects, drama productions and creative arts clubs, but leaders do not track who takes part well enough to ensure everyone benefits. Pupils learn important topics in personal, social and health education, but their understanding of citizenship themes remains variable. Some pupils take on leadership roles, including sports leaders and year leaders, which helps to develop a sense of community at the school.

What the school should improve

• The school should identify the needs of pupils with special educational needs and/or disabilities and those who are disadvantaged more precisely and quickly, and make sure that classroom adaptations are used consistently so these pupils get the support they need. • The school should strengthen the consistency of teaching by ensuring that staff use subject-specific vocabulary and literacy strategies effectively so pupils build secure foundational knowledge. • Leaders should ensure that assessment and feedback are used consistently so pupils address misconceptions, respond to guidance and improve the accuracy and depth of their work over time. • The school should further remove barriers and strengthen teaching to enable all pupils, particularly low and high prior attainers and disadvantaged pupils, to achieve well in assessments at the end of key stage 4. • Leaders should embed behavioural routines and expectations so that pupils’ conduct and attitudes to learning are consistently positive. • Leaders should evaluate and address the specific barriers to attendance for vulnerable pupils and strengthen monitoring of persistent absence so that actions lead to sustained improvement. • Leaders should ensure that all aspects of the personal development programme are further strengthened and consistently delivered, and improve evaluation so they can address uptake, impact and pupils’ experiences, particularly for vulnerable groups. • Leaders and governors should embed and evaluate the impact of recent strategic changes so that the school's provision is improved quickly and effectively.

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