Westwood Farm Junior School

What Ofsted said

From the inspection on 7 July 2026

Pupils are proud and happy ambassadors of this inclusive and welcoming school. They feel valued, respected, and motivated. Staff have caring relationships with pupils. This helps pupils to feel safe. Pupils know who to approach in school should they have any worries or concerns. Pupils’ positive attitudes towards their education are reflected in their high rates of attendance. A large proportion of parents and carers praise the efforts staff make to help their children and families. Pupils speak enthusiastically about the subjects they study and their wider experiences. Classrooms are hives of activity. Pupils approach learning with enthusiasm and determination. Staff promptly identify and overcome any barriers to pupils’ learning. Pupils achieve well from their starting points including pupils with special educational needs and/or disabilities, those who are disadvantaged and pupils who attend the specialist resource provisions. Pupils leave school ready for their next stage of their education. Pupils embody the 'Westwood Way' thoughtfully. They recognise how the school’s values of ’kindness, honesty and hard work’ support their success. Pupils show high levels of mutual respect and consideration towards each other and staff. They understand that difference is something to celebrate and embrace. This prepares them well for life in modern Britain. Behaviour is calm. Pupils play cooperatively and include others so playtimes feel active and joyful. Routines at the beginning of the day are well established and pupils settle quickly into classrooms. They participate in a wide variety of trips and visits which help bring their learning to life. Pupils pursue their interests and hobbies in clubs such as British Sign Language, choir and skipping. They revel in their leadership roles which help them develop confidence and responsibility.

What the school should improve

• Leaders should ensure that teachers check and build pupils' understanding effectively so that pupils apply their knowledge and skills with greater confidence and learn as well as they could.
• Leaders should embed a consistent approach to the teaching of spelling and handwriting so that pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, develop greater fluency and accuracy in their written work.

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