Westgate Hill Primary Academy

What Ofsted said

From the inspection on 21 April 2026

Westgate Hill is an exceptionally inclusive school. Over time, the school’s approach to supporting the most vulnerable pupils has been, and continues to be, highly commendable. Pupils' diverse backgrounds are embraced and celebrated by all. Pupils love their time at school. This is particularly the case for those who face barriers to their learning and/or wellbeing. Their wide range of needs is met remarkably well by highly committed and skilled staff. Pupils feel welcome and have an extraordinary sense of belonging. Pupils’ behaviour is exemplary, both inside and outside the classroom. Bullying rarely happens, and staff deal with any issues swiftly. Pupils show high levels of respect to staff, school visitors and each other. One pupil summed up the ethos of the school by saying, ‘It does not matter what religion you are, or where you are from, what matters is how kind you are.’ Pupils typically attend school regularly and understand why regular attendance matters. Pupils feel safe in school. They also understand how to keep themselves safe outside school, including when online and in the community. Pupils enjoy a curriculum that is enriched by a comprehensive programme of educational visits and visitors. They also enjoy a range of after-school clubs, peripatetic music lessons and opportunities to take on varied leadership roles. Pupils have a thirst for knowledge and enjoy all aspects of school life. Children in the early years get off to a fantastic start. They benefit from an extensive, well-resourced provision and staff who have in-depth knowledge of their needs. Pupils with special educational needs and/or disabilities (SEND) receive exceptionally high levels of support that enable them to make impressive progress from their varied starting points. Leaders have high expectations of all pupils. As a result, pupils with SEND, those who are disadvantaged and those known or previously known to children’s social care thrive and are well prepared for their next steps.

What the school should improve

• Leaders should further strengthen the use of assessment, particularly in mathematics, to more precisely identify misconceptions and gaps in knowledge so that they can be closed quickly.
• Leaders should embed improvements in pupils' foundational knowledge in key stage 2, particularly in number formation, capital letters and punctuation.
• Leaders should ensure that teachers further support pupils in acquiring and retaining detailed knowledge and skills across foundation subjects.

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