Westwood Park Community Primary School

What Ofsted said

From the inspection on 28 April 2026

Pupils feel a sense of belonging at Westwood Park. Staff greet pupils with a smile each morning. This is a place where everyone feels included. Staff create a safe environment, where kindness and respect shape daily life. The school’s value of friendship is visible in how pupils treat one another. They are welcoming to all, and eager to celebrate their differences. Staff know pupils well. They ensure that pupils, including those with special educational needs and/or disabilities (SEND) or who face other barriers to learning, are fully included in day-to-day school life. Pupils' achievement at the end of key stage 2 has been below that of their peers nationally for some time. However, new leaders have acted decisively and put clear measures in place to improve it. As a result, across the school, the work in pupils' books and their knowledge of the curriculum shows that things are getting better. This is particularly noticeable for younger pupils. Children in the early years and pupils in key stage 1 and lower key stage 2 achieve well. They are confident readers and secure in their writing and mathematical knowledge and skills. Pupils behave well and show respect for one another. They listen carefully during lessons. Pupils speak warmly about their school, they enjoy their learning, and most are eager to attend every day. They feel safe because trusted staff act quickly if they have any worries. They know staff will deal with unkind behaviour, or the rare incidents of bullying. Pupils thrive through wider experiences that support their personal development. They take on responsibilities such as leadership roles, supporting younger pupils and contributing to school life. By the time they leave, most pupils are confident and well prepared for the next stage of education and life in modern Britain.

What the school should improve

• Leaders should ensure that pupils in upper key stage 2 have any gaps in their knowledge and skills addressed, so that they achieve as well as they should in the national curriculum tests for reading, writing and mathematics.
• Leaders should ensure that as many disadvantaged pupils as possible attend school regularly.
• Leaders should analyse their improvement actions more closely, including in the curriculum, attendance and the performance of vulnerable groups, so that they are clear about their impact and what still needs to improve.

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