Westminster Primary Academy

What Ofsted said

From the inspection on 19 May 2026

Westminster Primary Academy is a school that provides more than just an education. It is a hub of its community. It is a place where pupils and their families are welcomed and supported regardless of their backgrounds or needs. This is especially the case for the pupils who join the school at various points in the year, including those who can only stay for short periods of time. Pupils are loved, feel safe and are well-cared for. Pupils get along well with each other and with their teachers. The school has a zero-tolerance attitude to discrimination. When bullying incidents arise, leaders take swift and appropriate action to maintain an environment where pupils feel secure, happy and accepted. Leaders take highly effective action to remove many barriers to pupils’ wellbeing. This includes counselling support in school and helping families experiencing difficulties at home. These help pupils to be ready to learn, particularly those who are vulnerable or disadvantaged. Overall, leaders also take appropriate action to reduce pupils’ individual barriers to learning. Although pupils typically enjoy their learning, they do not experience the success that they should. This is because the curriculum, including some personal development programme content, is not taught well. Consequently, pupils’ knowledge across different subjects is not secure, regardless of how long they have been at the school. This means that some pupils do not make enough progress from their starting points and some are not ready for the next stage of education. Pupils benefit from a range of additional opportunities at school. They are particularly proud of their school orchestra and the musical instruments that they get to learn. Break and lunchtimes are fun for pupils. There are plenty of games and activities, as well as areas to socialise in. Pupils also access a range of clubs and trips, including a residential visit.

What the school should improve

• Leaders should improve how they monitor and evaluate the quality and impact of curriculum delivery. This includes aspects of the personal development programme and some of their targeted work to support pupils’ academic needs, including pupils with special educational needs and/or disabilities.
• Leaders should ensure that pupils quickly acquire the crucial skills and knowledge in English and mathematics through the effective delivery of related content.
• Leaders should ensure that staff deliver the intended curriculum consistently well, using effective teaching strategies and providing pupils with well-designed learning activities to help pupils secure the most important knowledge.
• Staff should improve their checks of pupils’ understanding, particularly during lessons. They should ensure that pupils’ errors and misconceptions are more effectively identified and addressed.

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