Willowfield Academy

Inspection of Westbury Academy Chingford Road, Bilborough, Nottingham, Nottinghamshire NG8 3BT

p.1

Inspection dates: 9 and 10 November 2022

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 9 and 10 November 2022

p.1

What is it like to attend this school?

Many pupils at Westbury have had a rocky start to their lives in education. At their previous schools, they have often missed significant parts of their education. However, the vast majority say that they now enjoy school. They say that they are happy here and feel safe. One pupil summed this up by saying, ‘I know that my teachers like me.’

p.2

What is it like to attend this school?

Leaders and staff have high expectations for pupils’ achievement and behaviour. They share the vision that ‘No child is left behind’. Staff ensure that pupils follow the school rules. They deal with any instances of poor behaviour swiftly and fairly. Pupils say that bullying rarely occurs. When it does, staff are quick to resolve it.

p.2

What is it like to attend this school?

Pupils benefit from the specialised equipment and varied resources. There are opportunities to improve pupils’ mechanical, agricultural and cookery skills in the workshop, allotments and the food technology room. The 5Cs of promoting pupils’ confidence, curiosity and creativity while developing their character and encouraging challenge are central to the school’s aims.

p.2

What is it like to attend this school?

Many parents hold positive views of the school. One typical comment being, ‘I feel supported by the staff with any issues that I have. My two children have excelled since coming here.’

p.2

better?

Leaders have made a strong start in planning and sequencing several curriculum subjects. In English, for example, pupils study a wide variety of different texts. In Year 7, they compare the features of diary writing with different recounts. Then, in Year 8 and Year 9, they deepen their knowledge and understanding of Shakespeare plays. However, there is still some work to do. The key knowledge and vocabulary that leaders want pupils to learn, and when, in some other subjects is not as clear.

p.2

better?

Pupils’ abilities are assessed when they start. Teachers also assess what pupils can remember at frequent intervals. Gaps in their knowledge are therefore identified quickly. Teachers have strong subject knowledge. Pupils who require extra help receive it promptly.

p.2

better?

Leaders have prioritised the teaching of phonics and early reading. A recently introduced phonics scheme has been implemented well. Staff have received appropriate training. There is a consistent approach that starts in Year 3. Pupils read books that are matched to the sounds that they are learning. They are challenged to write sentences that contain these sounds. This new approach is beginning to help pupils become confident and fluent readers.

p.2

better?

Pupils have a positive attitude to school. They have pride in their work. They attend Westbury more frequently than at their previous school. Rates of fixed-term 9 and 10 November 2022

p.2

3

exclusion are falling. Staff appropriately challenge any incidents of poor language and low-level disruption. Overall, lessons run smoothly.

p.3

3

The curriculum for pupils’ personal development is a strength. There are opportunities to develop pupils’ talents and interests in sport and music. Pupils learn about different faiths and cultures. Some have recently visited a local gurdwara and a mosque. Leaders are keen to fill pupils’ ‘cultural rucksacks’ by visiting local museums and places of interest. There is appropriate careers advice and guidance available. Pupils are ready for their next stages of education, employment or training. They are being prepared well for life in modern Britain.

p.3

3

Pupils often have complex special educational needs and/or disabilities (SEND). Leaders use a range of strategies to ensure that the pupils receive effective help and support. Some of this work occurs in the well-being hub. There are links with outside agencies such as Autism Outreach and the educational psychologist. However, leaders do not always ensure that teachers effectively use all of the information on pupils’ education, health and care (EHC) plans. Consequently, some pupils do not progress through the curriculum as well as they could.

p.3

3

Leaders have acted decisively to address the issues identified at the previous inspection. Many key aspects of the school are rapidly improving. The governing body understand the schools strengths and development areas. Governors ask challenging questions during meetings. They are holding leaders fully to account for their actions.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders and staff have received appropriate safeguarding training. They are aware of local contextual issues that might impact on pupils’ welfare. Pupils and their families who require extra support are identified promptly. Leaders use a wide range of specialist agencies to provide this support. Safeguarding concerns and their subsequent actions are recorded well. Leaders ensure that safer recruitment practices are followed.

p.3

Safeguarding

Pupils have many opportunities to learn how to stay safe. These include when using the internet and the dangers of drug and alcohol misuse.

p.3

(Information for the school and appropriate authority)

 Subject leaders have yet to plan out, and sequence, all the key content and vocabulary that they want pupils to learn and when in some subjects. Leaders should ensure that subject leaders have the appropriate time, knowledge and 9 and 10 November 2022

p.3

4

skills to ensure that their subject curriculum is fully planned and sequenced and being implemented by staff, in all year groups, as intended.  Leaders do not always ensure that teachers use all the information contained in pupils’ EHC plans. Consequently, some pupils are not progressing through the curriculum as well as they might. Leaders should ensure that teachers use all the information contained in pupils’ EHC plans so that pupils make as much progress as possible as they travel through the curriculum.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

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. 9 and 10 November 2022

p.4

School details

Inspection number 10240122 Type of school Special

p.5

School details

School category Academy special converter

p.5

School details

Dates of previous inspection 28 and 29 September 2021, under section 8 of the Education Act 2005

p.5

Information about this school

 The school provides education for pupils with behavioural, emotional and social difficulties. Some of the pupils have a diagnosis of autism spectrum disorder. Almost all pupils have an EHC plan.  The school is registered to admit boys and girls. There were only boys on the school’s roll at the time of this inspection.  The school uses the services of one registered and three unregistered alternative providers.  The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical, education qualifications and apprenticeships.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 9 and 10 November 2022

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation.  Inspectors held various meetings with the headteacher and other leaders. The lead inspector met with the chair and a member of the governing body. He also met with four members of the trust, including the chief executive officer.  Inspectors carried out deep dives in these subjects: phonics and early reading, English, science and history. For each deep dive, inspectors met with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors looked at curriculum plans and spoke with leaders about some other subjects. The lead inspector observed pupils from Years 3, 5 and 7 reading to a

p.6

6

familiar adult and listened to pupils read from Year 8.  Inspectors observed pupils’ behaviour in lessons, at social times and around the school.  To inspect safeguarding, the lead inspector checked the single central record. Inspectors checked staff’s knowledge of the school’s safeguarding procedures. Safeguarding records were scrutinised.  Inspectors considered the responses to Ofsted Parent View, Ofsted’s survey for parents, as well as pupil and staff questionnaires.

p.6

Inspection team

Peter Stonier, lead inspector His Majesty’s Inspector

p.6

Inspection team

Anne Maingay His Majesty’s Inspector 9 and 10 November 2022

p.6

7

regulates and inspects to 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.

p.7

7

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 .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7