Westvale Primary School

What Ofsted said

From the inspection on 2 December 2025

Children in the early years get off to a positive start to their education. They typically develop the knowledge and skills they need to succeed in their future education. However, some pupils do not achieve as well as they could. This includes those with special educational needs and/or disabilities. In part, this is because staff do not ensure that they identify pupils' additional needs well enough or provide the correct support pupils need to effectively access the curriculum. As a result, these pupils do not always make as much progress from their starting points as they could. Staff greet pupils warmly each morning, creating a positive start to the day. Pupils and staff build relationships based on mutual respect. This helps pupils, including children in the early years, feel part of a close-knit school community. Pupils form close friendships with their peers and look out for one another because they care about their friends' feelings. They play well together on the playground and enjoy opportunities such as football. A range of visits to local places of interest, such as the art gallery, broaden pupils' experiences. Pupils take pride in seeing their artwork displayed in the school dining room. Secure relationships with staff help pupils to feel safe in school. Pupils clearly understand who to turn to if they feel worried. They trust adults to support them and have confidence in their care. Pupils typically show positive attitudes in lessons and around school. Staff maintain a calm and orderly environment. Pupils generally follow school rules and routines diligently, with staff providing support for them when needed. Pupils enjoy learning. They feel excited about topics such as the Second World War. They particularly enjoy reading books about different people and families in Britain.

What the school should improve

• Leaders should ensure that they identify the needs for some pupils with special educational needs and/or disabilities (SEND) more quickly and accurately so that those pupils receive more appropriate adaptations and support. Leaders should then ensure that these pupils make suitable progress from their starting points, with gaps in their knowledge and skills closing quickly.
• Governors should use the relevant information they need to provide more rigorous challenge to school leaders. They should use this to gain a fuller picture of the impact of school leaders' work, in order to robustly hold leaders to account for pupil achievement and attendance.
• Leaders should ensure that staff receive targeted professional learning to help them meet the needs of pupils with SEND more effectively.
• Leaders should check that their attendance strategy is having the intended impact on pupils' attendance rates, including for disadvantaged pupils and pupils with SEND, taking quick action to raise attendance rates.

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