The Westwood Academy

Inspection of The Westwood Academy Mitchell Avenue, Canley, Coventry, West Midlands CV4 8DY

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good Previous inspection grade Requires improvement

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The headteacher of this school is Sarah Hatch. The school is part of the Kenilworth Multi 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 (CEO), Hayden Abbott, and is overseen by a board of trustees, chaired by Malcolm Graham. 4 and 5 February 2025

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What is it like to attend this school?

Pupils and sixth-form students at The Westwood Academy readily embrace its motto, ‘Better never stops’. They want to succeed, so they study hard in lessons. Pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils, achieve well.

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What is it like to attend this school?

Pupils’ attendance has improved in recent times. With fewer absences and gaps in their knowledge, pupils are happy. They can keep up with learning and, as a result, remember more to build on in the future.

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What is it like to attend this school?

The school has high expectations for pupils’ behaviour. Pupils rise to meet these expectations effectively. They agree the school is ‘stricter’ this year but see this as a good thing. Clear routines help pupils feel safe. They socialise more at breaktimes as mobile phones are not allowed. Many now play competitive games, such as table tennis, during lunchtime. This boosts pupils’ well-being.

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What is it like to attend this school?

Pupils say that bullying does happen but that staff work hard to tackle it. Families are kept informed, and pupils know they have a trusted adult in school if needed.

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What is it like to attend this school?

Pupils take part in many extra-curricular activities, including Space Rocket and Robotics club, choir and trampolining club. Visits to local universities give them exciting opportunities to broaden their horizons.

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

Since the last inspection, the school has designed an ambitious curriculum that gives pupils the important knowledge they need now and for the future. Each subject includes careers guidance and helps link pupils’ learning to real-life. This supports pupils, including disadvantaged pupils, to make informed choices after Year 11. As a result, pupils achieve well and are suitably prepared for their next steps.

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

Following the previous inspection, the school’s decisive action to improve the quality of education has strengthened the curriculum’s academic offer. Until this year, few pupils took a GCSE modern foreign language. This restricted English Baccalaureate (EBacc) entry rates and limited pupils’ academic options after Year 11. To remedy this, the school has redesigned the key stage 4 curriculum to match pupils’ capabilities and career interests. As a result, more pupils now choose a GCSE language, increasing EBacc entry rates.

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

Teachers use their strong subject expertise well. They design lessons that capture pupils’ interest. Teachers’ frequent checks of pupils’ understanding iron out any key gaps and misconceptions effectively. This helps pupils remember more over time. However, sometimes, when teachers do not explain tasks well, some pupils lose focus and do not learn as well as they should.

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

Teachers set high standards for sixth-form students. They show students how to take detailed written notes in lessons. Teachers tutor students to use these notes effectively 4 and 5 February 2025

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for independent study. This strengthens students’ research skills and helps deepen their understanding in different subjects. Most teachers encourage pupils to develop strong writing skills. However, some teachers do not check that pupils understand their written work securely. This reduces some pupils’ ability to recall the important knowledge they need for future learning.

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Staff use the school’s clearly identified needs of pupils with SEND very well. For instance, they make suitable adjustments to tasks for these pupils to access learning. Regular training helps staff improve these adaptations. As a result, these pupils achieve well.

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Helping pupils who struggle to read is a top priority for staff. Since the last inspection, the school has created an effective reading curriculum. This helps pupils become confident and fluent readers. As a result, pupils now read often and for pleasure.

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The school’s revised code of conduct helps pupils behave well. They take pride in receiving postcards of praise. Lessons are calm and disruption is rare. If pupils make the wrong choices, staff give them space to reflect. This helps pupils to learn from their mistakes. As a result, they spend more time learning and less time in isolation. Moreover, previously high suspension rates have dropped dramatically, and pupils’ attendance has improved steadily.

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The school’s personal development programme benefits pupils’ well-being. It guides their understanding of everyday life. Through this, pupils learn the importance of the rule of law. This helps them recognise why routines in sports, community activities and school matter. Sixth-form students mentor younger pupils to appreciate the importance of respecting others. Impartial careers advice and visits to employers and universities build on these principles. This strengthens pupils’ awareness of workplace expectations. As a result, they are well prepared for their next steps.

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Staff feel valued because the school supports their well-being and manages their workload. Hence, they enjoy working here. Trustees ask challenging questions to hold the school to account. This helps them understand the school’s strengths and set the right priorities. As a result, the school continues to improve.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, teachers do not explain tasks clearly. When this happens, some pupils lose focus, which limits their achievement. The school should support teachers to design learning that keeps pupils focused on the lesson’s aims and learning goals. 4 and 5 February 2025

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 Some teachers do not check that pupils’ written work is clear enough for future learning. As a result, some pupils struggle to recall prior learning and do not learn as well as they could. The school should ensure that staff follow its expectations for pupils’ written work so that pupils’ learning is secure across the curriculum.

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How can I feed back my views?

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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How can I feed back my views?

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). 4 and 5 February 2025

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form

Dates of previous inspection 29 and 30 November 2022, under section 5 of the Education Act 2005

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Information about this school

 The school joined the Kenilworth Multi Academy Trust in 2019.  The school currently uses six alternative provisions. Five of these provisions are not registered.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 4 and 5 February 2025

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, the inspectors: 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’ interests first.  The inspectors held meetings with the headteacher, senior leaders, other staff and pupils. Inspectors also met with the CEO of the multi-academy trust.  The lead inspector met with the chair of trustees, trustees and the chair and members of the academy’s interim advisory board.  Inspectors carried out deep dives into these subjects: science, modern foreign languages, design technology, geography and computer science. For each deep dive,

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Information about this inspection

inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, talked to some pupils about their learning and looked at examples of pupils’ work.  The inspectors examined a range of documentation provided by the school, including leaders’ self-evaluation and improvement plans.  The inspectors considered the responses to Ofsted’s online survey, Ofsted Parent View. They also took into consideration the responses to the confidential staff and pupil surveys, as well as speaking to staff and pupils throughout this inspection.

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Inspection team

Antony Edkins, lead inspector Ofsted Inspector

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Inspection team

Helen Reeves Ofsted Inspector 4 and 5 February 2025

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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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