Weston Junior Academy

What Ofsted said

From the inspection on 19 May 2026

Pupils at this school say it is a place ‘where we grow’. They live by this motto and grow academically, personally and socially. Leaders have suitably high aspirations for pupils, and largely they rise to these. Overall, pupils make progress and learn well. Leaders are adept at identifying any barriers to learning that pupils may face. Staff provide suitable support in order for pupils to overcome these barriers. Pupils typically engage well and gain a body of knowledge that prepares them well for secondary school. At the heart of the school’s work are its ‘Weston Values’. Pupils say, ‘They help us live our lives.’ For example, they speak confidently about ‘empathy and respect’, ‘neighbourhood and community’ and ‘openness and honesty’. It is because these values are well understood that pupils behave well in class, around the school and at social times. Any issues regarding poor behaviour or bullying are quickly sorted. Parents spoken to agree. One comment was typical of many when they stated, ‘Staff reassure you by sorting out any problems you might have quickly.’ Pupils are safe and learn how to stay safe. This includes being safe in the local area regarding road and water safety. Leaders work diligently to ensure that pupils have positive attendance. As a result, more pupils are attending more regularly than in previous years. Leaders are aspirational for pupils in later life. They have developed effective links with local colleges and a university to do this. Leaders make sure that pupils have tangible experiences that enable them to engage in learning. For example, pupils talk about how a visit to a local museum has enabled them to understand the use of aircraft in the Second World War.

What the school should improve

• Leaders should ensure that staff deliver the curriculum consistently well in English and mathematics, including checking pupils’ understanding during lessons and securing key foundational skills in writing so that pupils can deepen their knowledge and achieve as well as they should.
• Leaders should make sure that specific targets set for pupils with special educational needs and/or disabilities are sharply focused to secure the best possible outcomes.

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