Westgate Hill Primary School

Westgate Hill Primary School Beaconsfield Street, Newcastle-upon-Tyne, Tyne and Wear NE4 5JN

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Effectiveness of leadership and management Inadequate

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Quality of teaching, learning and assessment Inadequate

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Personal development, behaviour and welfare Inadequate

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Early years provision Requires improvement

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Overall effectiveness at previous inspection Good

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Summary of key findings for parents and pupils

 Leaders and governors have not secured rapid improvement since the previous inspection. They have an inaccurate view of the school’s performance within the national arena.  Leaders have not improved the quality of teaching and learning with sufficient urgency. Leaders do not monitor teaching with rigour and consistency.  Senior leaders have not ensured that leaders at all levels have the opportunities and skills necessary to bring about rapidly improved outcomes for pupils.  Leaders have not improved pupils’ attendance, adequately. Pupils’ absence rates remain well above the national average and too many pupils are regularly absent from school.  Teachers do not consistently deploy teaching assistants effectively. Too often, valuable teaching and learning time is lost.  Teachers’ expectations are not high enough. Pupils from different starting points are not challenged to reach the standards of which they are capable, across subjects.

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Summary of key findings for parents and pupils

 Teachers’ assessment information is insecure. Teachers’ planning does not take full account of pupils’ existing skills and capabilities. Low- level disruption ensues when tasks do not meet pupils’ needs or interests.  Pupils’ outcomes are inadequate. Pupils’ attainment, including the attainment of disadvantaged pupils, in key stage 1 and 2 has remained significantly below the national average over time.  Pupils’ progress in mathematics, reading and writing is too slow, particularly in key stage 1. As a result, pupils are not well prepared for the demands of the next year group or key stage.

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Summary of key findings for parents and pupils

 The new head of school is committed to raising standards. Working in partnership with the executive headteacher, he has communicated his vision for improvement clearly. This has stirred aspiration, uniting and energising staff.  Pupils are eager to learn. They are lively, curious and friendly.  The overall proportion of children in the early years reaching a good level of development is improving steadily over time.  Pupils feel safe and are well looked after by adults. Staff have warm, positive relationships with pupils.

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Full report

In accordance with section 44(1) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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What does the school need to do to improve further?

 Rapidly improve the effectiveness of leaders, managers and governors by: – ensuring that all leaders, managers and governors have an accurate understanding of the school’s strengths and weaknesses within the national context – preparing pupils for the next stage in their education by raising pupils’ attainment in reading, writing and mathematics – equipping leaders at all levels with the skills, knowledge and understanding needed to raise achievement for all groups of pupils, across subjects – monitoring the performance of teaching and learning, with increased vigilance, holding all teaching staff fully accountable for the progress that pupils make – devising assessment systems that accurately demonstrate the extent to which pupils are reaching or exceeding expected standards.  Urgently improve the quality of teaching, learning and assessment by: – heightening adults’ expectations of what pupils from different starting points can

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What does the school need to do to improve further?

do and achieve – assessing pupils’ capabilities accurately in order to plan work that is appropriately challenging and meets pupils’ needs – supporting pupils from lower-than-typical starting points to catch up rapidly to meet age-related expectations in reading, writing and mathematics, particularly in key stage 1 – deploying teaching support staff effectively so that teaching and learning time is maximised – reducing the frequency with which low-level disruption interrupts learning and inhibits progress.  Improve attendance and reduce the proportion of pupils who are regularly absent from school by addressing the underlying reasons for poor attendance and regular absence with increased focus and precision.

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What does the school need to do to improve further?

An external review of governance should be undertaken in order to assess how this aspect of leadership and management may be improved.

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What does the school need to do to improve further?

An external review of the school’s use of the pupil premium funding should be undertaken in order to assess how this aspect of leadership and management may be improved.

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Effectiveness of leadership and management Inadequate

 Leaders’ and governors’ actions have not resulted in rapid school improvement. Pupils’ attainment in reading, writing and mathematics has remained significantly below national averages, over time, in both key stages 1 and 2. Pupils are not, therefore, well prepared for the next stage in their education.  Leaders do not monitor the quality and impact of teaching staff robustly. For example, teaching support staff do not have regular, formal opportunities to discuss their performance. Consequently, leaders and governors have a weak understanding of the effectiveness of this sizeable group of adults and their precise impact on pupils’ progress.  Leaders’ self-evaluation is overgenerous and has not been fully updated to include key findings from 2016. For example, no analysis is made of the progress or attainment of different groups. Boys’ poor performance in English in both key stages and differences

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Effectiveness of leadership and management Inadequate

between Bangladeshi and Pakistani pupils in each key stage are not reviewed. Lack of effective evaluation hinders improvement.  Leaders’ evaluation of their use of the pupil premium funding is incomplete. Leaders do not compare outcomes for disadvantaged pupils with those of others nationally. The extent to which differences are diminishing, therefore, is not made clear. Leaders acknowledge, however, that within-school differences persist for disadvantaged pupils in both key stages. No pupil premium spending plan was made available during the inspection or on the school’s website for the current academic year.  Leaders’ vision for improvement has been lacking in academic ambition until very recently. Pupils have not been expected to do as well or better than other pupils nationally, from similar starting points. As a result, leaders have curbed adults’ expectations of what pupils can do and achieve.

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Effectiveness of leadership and management Inadequate

 Leaders were not able to state accurately how many newly qualified teachers the school employs. Inspectors were therefore unable to capture a collective view of newly qualified teachers’ experiences, support and development opportunities. The school should not appoint newly qualified teachers.  Leaders have balanced the curriculum with a range of extra-curricular activities and visits within the local community. This is supporting pupils to develop social skills and pride in their surrounding environment. Leaders have not, however, tailored the curriculum effectively to capture the interests or meet the needs of different groups of pupils. This means, for example, that boys in each key stage do poorly compared to girls in English.  Leaders promote aspects of pupils’ spiritual, moral and cultural development through a range of assemblies, trips and projects. Key stage 2 pupils in the ‘Rota Kids’ group

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Effectiveness of leadership and management Inadequate

have some experience of the democratic principles underpinning British values. Leaders do not, however, have a well-defined approach to helping pupils develop tolerance and an understanding of issues such as discrimination, racism or homophobia.  The new head of school is committed to raising standards in partnership with the executive headteacher. Together they have refined performance management processes for teachers and are beginning to develop improved consistency in monitoring procedures. It is too soon to gauge the effectiveness of these recent changes.  The local authority acted decisively in January 2016, alerting leaders and governors to concerns it held about the school’s performance. Local authority partners brokered additional support and challenge for the school in terms of leadership and management, English, the early years and mathematics. It is too early to measure the effectiveness of this work.

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Effectiveness of leadership and management Inadequate

 The wider leadership team demonstrate some shared ambitions to bring about improved outcomes for pupils. Several leaders are new to post and have begun to monitor teaching and learning in their area of responsibility. Some subject leaders, for example, have looked at work in pupils’ books or led staff training sessions on aspects of the curriculum. Others have not analysed pupils’ outcomes sufficiently to ensure that their actions are based on the correct priorities. Lack of cohesive, strategic direction is limiting the impact of this group of leaders.  Leaders have made appropriate use of the sports and physical education funding. As a result, more pupils take part in regular physical activity. Teachers and pupils have improved levels of confidence and skill. Leaders have not ensured, however, that the website accurately reflects the school’s work in this area.  Leaders use the special educational needs funding appropriately to offer additional

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Effectiveness of leadership and management Inadequate

support and interventions that are based on pupils’ needs. The special educational needs coordinator works closely with external partners and agencies to secure further expertise, where appropriate. Consequently, the personal development and behaviour of pupils who have special educational needs and/or disabilities are well supported.

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Governance of the school

 Governors have an overgenerous view of the school’s effectiveness. The governing body does not receive sufficient detail about the performance of pupils in relation to other pupils nationally with similar starting points. Governors, while supportive of the school, are therefore not ambitious enough for pupils in terms of their progress and outcomes.  The governing body’s oversight of additional funding, in particular the pupil premium, is limited. Although reports about the use of the extra money are received and discussed, governors have not challenged leaders adequately to make clear the comparison with other pupils nationally. Consequently, governors have a weak understanding of the extent of disadvantaged pupils’ progress and achievement.  Governors have not ensured that the website meets requirements on the publication of information about the school and the provision it makes for pupils.  Governors bring a wide range of skills and experience to the school. Records indicate

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Governance of the school

that they meet regularly. Governors are proud of the school and committed to supporting leaders and managers. There is a perceptible reluctance, however, to measure the school’s effectiveness against other schools nationally. This leaves governors with an insular impression of the school’s strengths and weaknesses.

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Safeguarding

 The arrangements for safeguarding are effective.  The executive headteacher and the head of school have ensured that the protection and safety of pupils takes priority. All required checks on staff, including the taking up of references prior to appointment, are adhered to. Leaders are trained in safer recruitment techniques and are informed and knowledgeable about potential risks. Pupils, in this way, are protected from harm.  Leaders and managers make sure that staff are trained in safeguarding and child protection. Staff can identify the correct procedures to follow if concerns about pupils’ welfare arise. A family link officer is a visible and readily available point of contact for parents. Families are signposted to other agencies where appropriate. These measures mean that the needs of vulnerable pupils and families are suitably managed.

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Quality of teaching, learning and assessment Inadequate

 Teachers do not use assessment effectively to plan tasks that meet the needs and interests of pupils. Consequently, lower-ability pupils are not supported to catch up with others, quickly, in order to reach age-related expectations. Pupils who have average prior ability, as well as the most able pupils, too often practise things they already know and can do. Rates of progress are too slow and pupils’ attainment in both key stages 1 and 2 has remained significantly below national averages over time.  Teachers’ expectations are not high enough. Too often, low-level disruption ensues because pupils from different starting points lose interest in work that is too easy and does not challenge them adequately. Inspectors found that the most able pupils’ work was too often no more challenging than that of others. Pupils of average prior ability undertook the same work as lower-ability pupils. As a result, pupils are not making the

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Quality of teaching, learning and assessment Inadequate

progress that they need to in order to meet the demands of the national curriculum.  The teaching of mathematics does not reliably require pupils to reason or think deeply about mathematics. One group of middle-ability pupils in key stage 1, for example, completed a counting task that was too easy, very quickly, but were given more of the same until the session ended. The most able pupils in key stage 2 had too few opportunities to tackle rich and sophisticated problems, practising things they could already do instead.  Pupils’ reading experiences in school vary widely. Pupils read regularly and have clear targets for improvement in some classes. In others, however, pupils read infrequently and have a weak understanding of what they need to do to improve and develop their skills. Inspectors listening to pupils read found that books and texts either lacked challenge at times or were too difficult for pupils to access and understand.

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Quality of teaching, learning and assessment Inadequate

 Pupils do not have sufficient opportunities to apply and practise their skills in writing. There are few examples of good-quality writing by pupils on display. Inspectors found too little evidence of writing at depth or at length in pupils’ books. Improving standards in writing in key stage 1 was an area for improvement identified at the previous inspection. Key stage 1 writing attainment in 2016, however, remained well below the national figure.  Teaching support assistants are not consistently well deployed to foster and deepen pupils’ learning. In some classes, teaching assistants contributed effectively to pupils’ learning. In others, teaching and learning time was lost while adults waited for direction from teachers.  Teachers are beginning to apply the school’s agreed feedback and marking policy with improved consistency. The extent to which pupils learn from teachers’ comments, however, remains variable. Science books, for example, showed that teachers’ remarks

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Quality of teaching, learning and assessment Inadequate

are often general and do not help pupils understand how their skills or work could be improved.  Some teachers demonstrate particular skill in using questions and explanations to help pupils learn. Some strengths in teachers’ subject knowledge within English and effective modelling of new concepts in mathematics were also evident in upper key stage 2. These positive aspects of practice, however, are currently too arbitrary to have a decided impact on overall rates of pupils’ progress.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare requires improvement. Pupils too often lose interest and stop paying attention in lessons, when work is not matched to their needs or fails to engage or interest them. Pupils’ understanding of how to be a successful learner is hindered.  Pupils feel safe in school and the vast majority of parents agree that their children are well looked after. Pupils are able to talk confidently about the different forms that bullying may take. They are certain that adults in school will address any concerns that they have.  Pupils talk regularly with adults in school about health and physical activity. Health risks, for example those associated with obesity, are explored and the importance of regular physical activity is reflected on. Pupils thoroughly enjoyed one very popular project following on from these discussions, which involved learning about food from

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Personal development and welfare

other cultures.  Pupils’ books and displays demonstrate that teachers discuss the benefits and risks associated with computers and online activity with pupils. Pupils know how to report any concerns that they may have.

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Behaviour

 The behaviour of pupils is inadequate.  Pupils’ attendance is well below the national average. The proportion of pupils who are regularly absent from school is significantly higher than the national average. Although some improvements were evident in 2015–16, too many pupils remained adversely affected by high levels of absence. Leaders have taken more robust actions to manage pupils’ attendance recently, but it is too soon to tell if changes will result in sustained improvement for all.  Too often, pupils’ learning stalls or is interrupted by low-level disruption in classes. Where teaching fails to interest pupils or tasks are not well matched to their learning needs, pupils disengage and their own or others’ progress is impaired.  Behaviour records maintained by leaders and managers indicate that incidents of poor behaviour are followed up and dealt with by adults. Leaders and managers were not,

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Behaviour

however, able to provide an analysis of behaviour patterns or an overview of the manner in which day-to-day issues are managed.  Pupils usually conduct themselves sensibly as they move in and around the school. Most prompts from teachers are responded to with respect by pupils. At times, overly exuberant antics are not noticed or are ignored by adults. This results in rules and expectations not being embedded consistently.  Pupils are lively and curious. They have an observable thirst for learning that is not always capitalised on effectively by teaching staff. Adults’ expectations lack consistency and are too low.

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Outcomes for pupils Inadequate

 Pupils’ attainment in reading, writing and mathematics in both key stages 1 and 2 has remained significantly below national averages over time. Inadequate progress means that too few pupils from different starting points catch up quickly enough to reach the age-related standards that should be expected of them.  In 2016 provisional data shows that disadvantaged pupils in key stage 2 underperformed compared to others nationally in the reading, writing and mathematics combined measure. The proportion of disadvantaged pupils reaching expected standards in reading, mathematics and English grammar, spelling and punctuation was well below others nationally. None reached a greater depth of learning in mathematics or English grammar, spelling and punctuation.  In 2016 provisional data shows that in key stage 1 the proportion of disadvantaged pupils reaching expected standards in reading, writing and mathematics, though similar

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Outcomes for pupils Inadequate

to other pupils in school, was well below others nationally. No disadvantaged pupils reached a greater depth in reading, writing or mathematics.  The most able pupils, including the most able disadvantaged pupils, in each key stage are not sufficiently challenged to think deeply about their learning. Teachers’ expectations are too low. As a result, the proportion of pupils reaching the highest standards in reading, writing and mathematics remains well below the national average. No pupils in key stage 1 in 2016, for example, reached a greater depth of learning in mathematics.  Boys in each key stage underperform in English compared to girls. In 2016, provisional data shows that the proportions of boys reaching the expected standard for reading in key stage 2, and in writing in key stage 1, were well below the expected national average. Current progress for boys is hindered by a curriculum that fails to capture

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Outcomes for pupils Inadequate

their interests or meet their needs.  In science in 2016, the proportion of pupils in key stage 1 reaching expected standards was well below the provisional national averages. Similarly, in key stage 2, too few pupils reached expected standards, with disadvantaged pupils doing particularly poorly.  Pupils are not currently making the progress that should be expected of them across subjects, particularly in key stage 1. From different starting points, pupils do not make rapid enough progress to reach or exceed age-related expectations. This is because teaching does not match pupils’ needs effectively and expectations are too low. Pupils too often practise things they already know and can do or wait for teacher direction. Pupils are not well prepared for the increased demands of key stages 2 and 3.  Some pockets of stronger teaching, particularly in upper key stage 2, are evident. Consequently, in 2015 the proportion of pupils making expected or better progress in

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Outcomes for pupils Inadequate

reading and mathematics matched or exceeded others nationally. In 2016, provisional data shows that key stage 2 progress was broadly in line with others in each subject. Although they are still working well below the standards expected of their age, this indicates that some key stage 2 pupils benefited from better-quality teaching.  Although still well below the national average, the overall proportion of pupils reaching the expected standard in the Year 1 phonics check is improving steadily over time. Disadvantaged pupils performed particularly well in 2016, though boys did poorly comparatively. Too few pupils who have to re-sit the phonics check in Year 2, however, reach the expected standard.  Outcomes for pupils who have special educational needs and/or disabilities in reading, writing and mathematics are inconsistent over time. Their social, emotional and behavioural needs, however, are being increasingly well met due to the tenacious work

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Outcomes for pupils Inadequate

of the coordinator in securing expertise and support from external partners.

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Early years provision Requires improvement

 Children enter the early years with starting points that are typically below those expected for their age, in some areas of learning. They do not make consistently good progress because the quality of teaching and learning, although improving, remains inconsistent. This means that some children are less well prepared for the key stage 1 curriculum.  Disadvantaged children in the early years make variable progress over time. More recently, however, improvement is evident. While still below national averages, the proportion of disadvantaged children reaching a good level of development in 2016 was closer to others nationally. This means that disadvantaged children are being increasingly better prepared for Year 1 and the key stage 1 curriculum.  Teaching and learning in the basic skills of reading, writing and mathematics are variable. In a number skills session, for example, the most able pupils were not

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Early years provision Requires improvement

challenged to think deeply and express their ideas clearly, whereas some effective support enabled lower-ability children to progress appropriately. Progress across groups, classes and areas of learning varies.  Adults’ behaviour management skills and expectations are not consistent. At times children ignore requests because their needs and interests are not being met successfully. This means that teaching and learning time is interrupted or lost.  Leadership in the early years has changed since the previous inspection. Since her appointment, the early years leader has been instilling heightened expectations in staff about what young children can do and achieve. These raised expectations are bringing about steady improvement.  The proportion of pupils reaching a good level of development is rising steadily over time. In 2016, girls did particularly well. The early years curriculum does not yet fully

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Early years provision Requires improvement

capture the interests of boys, however, particularly with regard to writing. This means boys disengage or avoid the writing process, too often making little progress.  The early years leader has created a warm ethos where kindness, consideration and friendship are central themes. Families are greeted in a courteous, welcoming manner each morning. Consequently, partnerships with parents are respectful and constructive.  Teachers’ subject knowledge regarding the teaching of phonics is a growing strength. Most teachers take care to articulate sounds clearly and accurately and insist that pupils do too. Misconceptions are addressed in a timely manner so that children embed sounds correctly.  Staff are clear about their responsibilities for keeping children safe from harm and have regular training to ensure that their knowledge is up-to-date. They are attentive and alert to issues and children’s concerns. Safeguarding and welfare requirements are

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School details

This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a section 5 inspection under the same Act.

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School details

Appropriate authority The governing body

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School details

Website www.arthurshillprimaryschools.co.uk

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School details

Email address admin@westgatehill.newcastle.sch.uk

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School details

Date of previous inspection 10–11 October 2012

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Information about this school

 The school does not meet requirements on the publication of information about the curriculum, sports funding or pupil premium funding.  The school is bigger than the average primary school.  The proportion of pupils who are eligible for free school meals is slightly higher than average.  The proportion of pupils who need support for special educational needs and/or disabilities is broadly in line with the national average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is very low.  The majority of pupils are from minority ethnic backgrounds. Approximately half are either of Bangladeshi or Pakistani heritage. The proportion of pupils who speak English as an additional language is well above the national average.  The school is part of the Arthur’s Hill Federation, which comprises Westgate Hill Primary School and Moorside Primary School. An executive headteacher holding overall

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Information about this school

responsibility for both schools is supported by a head of school in each setting. The governing body works across the federation.  The school met the government’s floor standards, which set out the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6, in 2015.

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Information about this inspection

 Inspectors observed teaching and learning on both days of the inspection. The head of school and executive headteacher conducted observations jointly with inspectors across the first day of the inspection.  Meetings were held with staff, pupils, senior and middle leaders, three governors (including the chair of the governing body) and a representative of the local authority. The lead inspector also held telephone conversations with external partners and consultants working with the school.  A range of documentation was examined including the school’s self-evaluation, monitoring and assessment information about the quality of teaching and learning, school improvement plans, governance, attendance and behaviour records, policy documentation and information about the curriculum and safeguarding.  Inspectors listened to pupils reading, spoke with pupils formally and informally and examined pupils’ work. The behaviour of pupils was observed in lessons and at

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Information about this inspection

breaktimes.  Parents’ views were gathered from online responses, via free text, in writing and inspectors met with parents at the end and start of the school day.

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Inspection team

Fiona Manuel, lead inspector Her Majesty’s Inspector

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Inspection team

Adrian Fearn Ofsted Inspector guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted's website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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Inspection team

In the report, 'disadvantaged pupils' refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. www.gov.uk/pupil-premium-information-for-schools-and- alternative-provision-settings .

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Inspection team

You can use Parent View to give Ofsted your opinion on your child's school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Inspection team

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/government/organisations/ofsted .

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Inspection team

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Inspection team

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Inspection team

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Inspection team

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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