Westwood Academy

Inspection of a school judged outstanding for overall effectiveness before September 2024: Westwood Academy Beresford Close, Hadleigh, Benfleet, Essex SS7 2SU

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Inspection dates: 15 and 16 October 2024

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Outcome

Westwood Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Emily Perryman. The school is part of the South Essex Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Catherine Stalham, and overseen by a board of trustees, chaired by Julie Mulcahy.

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What is it like to attend this school?

Pupils thrive at Westwood. They use words such as 'friendly’ and ‘welcoming' to describe their school. Pupils are highly respectful of each other and the adults who help them. From their arrival in the morning, pupils settle quickly and are ready to learn. School values such as ‘challenge’ and ‘perseverance’ reflect in their everyday actions. This means pupils are very well prepared for their next stages of education.

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What is it like to attend this school?

Adults have high expectations of pupils, including those with special educational needs and/or disabilities (SEND). Pupils listen attentively and follow the directions provided by their teachers. A purposeful and calm atmosphere pervades through the school. This is because pupils are busy and eager to learn. They rise to the challenges set for them and as a result achieve well.

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What is it like to attend this school?

Pupil voice is important at Westwood. They relish their responsibilities, serving on different representative bodies. Pupils share ideas about improving the school as school councillors. Subject champions talk proudly about showcasing their work and celebrating their achievements. House captains and prefects encourage and act as role models for other pupils. Pupils confidently express their views and opinions. They have an acute understanding of what is fair and right. 15 and16 October 2024

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What does the school do well and what does it need to do better?

The school has coherently designed and ordered the curriculum. It sets out the important knowledge and skills pupils will learn term by term. Beginning in the early years, the curriculum promotes children's language through rich and meaningful experiences. Adults model key vocabulary. Children rehearse these words as they play and explore. Pupils build their vocabulary as they move through the school. They discuss their ideas to think deeper about their learning. For example, in mathematics, pupils use key words such as ‘less than’ or ‘more than’ to explain their thinking for solving number problems. In a few subjects, pupils do not develop this understanding as deeply. They remember and recall key information successfully. However, they do not link their knowledge to get a deeper understanding of the subject in the long term.

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What does the school do well and what does it need to do better?

The school has invested in high-quality professional development for all adults. Staff are knowledgeable about how to teach and deliver the intended curriculum well. They use their subject knowledge effectively to provide clear models for pupils' learning. Teachers check pupils' understanding at each stage, addressing misconceptions quickly. Teachers understand how to adapt activities for pupils with SEND. They use information from support plans to tailor pupils' learning. This effective work means that pupils with SEND achieve well from their individual starting points.

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What does the school do well and what does it need to do better?

Children begin to learn to read using phonics as soon as they start school. Staff use inventive ways to help pupils recall their sounds. Well-matched books provide pupils with the practise they need to become confident readers. Any pupil who struggles receives extra support to help them catch-up quickly. Pupils regularly visit the well-stocked school library. They enjoy choosing books for quiet reading times or to take home. Pupils gain pleasure in reading different genres and authors.

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What does the school do well and what does it need to do better?

Behaviour is exemplary through the school. In the early years, children work together, sustaining high levels of concentration. Pupils are polite and courteous. At playtimes they willingly share their games. Broad smiles and happy faces show confidence in their caring friendships with one another. The school keeps a close eye on attendance. They provide helpful support where concerns arise. This ensures that pupils attend school frequently.

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What does the school do well and what does it need to do better?

The school provides a rich range of experiences for pupils' personal development. At its’ heart is building understanding about active citizenship. Pupils learn about diversity and equality. They speak with enthusiasm about inspirational people such as Rosa Parks and Catherine Johnson. Pupils build skills for life. They take part in careers activities and enterprise opportunities. They develop talents as musicians and performers. Pupils attend different clubs often leading ones such as chess and lego at lunchtimes. This means pupils are well prepared for life in modern Britain.

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What does the school do well and what does it need to do better?

The trust pays close attention to the work of the school. The academy committee asks the right questions to both support and challenge the actions of the school. Collaborative arrangements between schools in the trust has further strengthened the curriculum. Staff 15 and16 October 2024

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welcome opportunities to develop their careers. They speak positively of how the school considers their workload.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few subjects, the curriculum does not specifically identify the concepts that help pupils build their knowledge in the long term. This means pupils do not think deeply about the things they learn. The school needs to ensure that the curriculum makes clear the precise concepts that helps pupils to develop a rich knowledge of all the subjects they study.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be outstanding for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in December 2017.

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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.

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

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 15 and16 October 2024

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School details

Date(s) of previous inspection 30 November and 1 December 2017, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the South Essex Academy Multi-Academy Trust.  The current headteacher was appointed in September 2023.  The school does not make use of alternative provision for pupils.  The school makes provision for two-year-olds.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The lead inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  During the inspection, the inspectors met with the headteacher, deputy headteacher and other teaching staff. The inspector spoke with the vice-chair of the trust and the 15 and16 October 2024

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chief executive officer. The inspector also met with four members of the academy committee, including the chair of the committee.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interest first.  Throughout the inspection, inspectors met with groups of staff. The lead inspector also considered the opinions expressed through the staff survey.  The lead inspector considered the views of parents expressed through the online survey, Ofsted Parent View and spoke to parents at the start of the school day.  The inspectors spoke to pupils while they were in class, at breaktimes or in groups

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Inspection team

Steve Mellors, lead inspector His Majesty's Inspector 15 and16 October 2024

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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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