Westgate Academy

What Ofsted said

From the inspection on 10 February 2026

Pupils arrive to a warm welcome each morning. They quickly settle into calm, purposeful routines that help them to start each day positively. Pupils who need extra support are met and greeted so that they are supported to be ready to learn. Pupils feel safe at school. They trust staff to listen and help if they have any worries. Pupils demonstrate mature behaviour around the school site and understand leaders' expectations of them. At social times, pupils play energetically and happily together; minor disagreements are resolved quickly. Bullying is rare, and dealt with well when it occurs. Pupils enjoy their learning. They talk confidently about the subjects that they study, the trips that they take and the responsibilities that they hold. Pupils take pride in contributing to the school community. They value the opportunities that they have to develop their confidence, teamwork and leadership skills, for example by being reading ambassadors or eco-ambassadors. Many pupils describe the school as a place where they feel welcomed and respected. In lessons, pupils concentrate well and respond positively to the consistent routines that are in place. Most pupils complete their work with care. Older pupils show real pride in their writing and presentation. Pupils who find learning more difficult are usually supported effectively in class. Many pupils benefit from targeted emotional regulation work. These approaches help pupils to manage their emotions, sustain their focus and enjoy success in their learning. When pupils face additional barriers, they appreciate the support that they receive to help them to feel included. They successfully take part in learning alongside their peers. Pupils attend school regularly and understand why coming to school every day matters. They talk positively about the rewards and celebrations linked to attendance. Pupils also enjoy many experiences beyond the classroom, including trips, themed events and sports or music activities. These help them to develop their interests, understand the world and feel part of a vibrant school community.

What the school should improve

• Leaders should ensure that all elements of provision for pupils with special educational needs and/or disabilities are consistently embedded across the school, so that pupils reliably experience the practical supports, adaptations and routines that enable them to access learning successfully. • Leaders should strengthen the consistency of curriculum implementation across all subjects and year groups, so that pupils build knowledge securely through well-established approaches and experience equally effective teaching regardless of the class they are in. • Leaders should refine the curriculum for personal development so that pupils develop an age-appropriate and secure understanding of fundamental British values and the protected characteristics, revisiting these concepts regularly so that pupils can apply them confidently in everyday situations.

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