Westgarth Primary School

Inspection of Westgarth Primary School Redcar Road, Marske-by-the-Sea, Redcar, North Yorkshire TS11 6AE

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Inspection dates: 18 and 19 February 2025

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Outstanding

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The headteacher of this school is Rachael Smith. This school is part of Galileo 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), Jane Spence, and overseen by a board of trustees, chaired by Graeme McGregor. 18 and 19 February 2025

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What is it like to attend this school?

Pupils at this school are safe and happy. Relationships between staff and pupils are caring. Pupils are respectful towards each other and behave well around the school. Leaders have high ambitions for what pupils achieve. These are generally realised.

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What is it like to attend this school?

The school has carefully designed a tailored personal development offer. The approach is effective. Pupils take on leadership roles within the school. These include being play leaders, members of the school council and ‘headstarters’. These opportunities help pupils to understand how they can contribute to society and have a positive impact on others.

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What is it like to attend this school?

The school is committed to pupils’ broader development. Pupils go on residential trips that develop their resilience and team-building skills. The school ensures that pupils also take part in a range of extra-curricular clubs. These include chess, football and yoga. These successfully develop pupils’ talents and interests. Pupils learn about different faiths and cultures. This is successful and pupils have a strong understanding of and respect for difference.

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What is it like to attend this school?

Pupils learn about citizenship and taking responsibility by engaging with the local community. Pupils support environmental issues such as litter picking. They also raise money for local charities. This has included raising funds for a nearby animal shelter through a pupil singing event.

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

Children make a positive start to their education. In the early years, the curriculum is delivered well. It prepares children effectively for what they will learn in Year 1. Staff know children’s learning and pastoral needs well and identify what children need to learn next. Activities are personalised to meet these learning needs. Relationships between staff and children are nurturing. This creates a safe and positive environment for children to develop their understanding.

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

The school has a well-structured approach to promote reading and phonics. Staff are well trained to teach the school’s phonics programme effectively. They ensure that pupils understand quickly the sounds that make up words. Staff make sure that pupils read regularly and take books home that match their reading ability. This helps pupils to develop their fluency and confidence in reading. Teachers check that pupils remember their phonics knowledge securely. They use this information to ensure that pupils receive the extra support they need. This means that these pupils catch up quickly.

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

The curriculum is considered carefully. The school ensures that what pupils learn builds coherently over time. This supports pupils to develop a clear understanding of the subjects they study. Staff access training to support their subject knowledge across the curriculum and introduce new learning accurately. The school ensures that staff deliver the curriculum through effective strategies. This includes for pupils with special educational needs and/ or disabilities (SEND). Staff adapt the curriculum to meet the needs of pupils with SEND effectively. These pupils are identified early and continue to 18 and 19 February 2025

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access the same curriculum as their peers. As a result, pupils develop a thorough understanding across the curriculum.

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The school has a clear process for checking attendance. It works closely with parents and carers to ensure that pupils continue to attend more frequently. Overall, pupils behave well in lessons. However, at times, some pupils do not actively engage with the learning activity. While staff address this promptly, some pupils struggle. As a result, these pupils miss out on some vital learning.

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The school has a robust system to check what pupils know and understand. This helps school leaders to understand where the curriculum has a strong impact and where they can refine it further. However, in some subjects, this information is not used effectively. For example, when pupils complete assessments in one of these subjects, any identified gaps are not addressed swiftly. As a result, some pupils do not develop their knowledge and understanding well enough.

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The school is committed to pupils’ broader development. It teaches pupils about fundamental British values through themed assemblies. Pupils have a clear understanding of tolerance and democracy. They learn about online safety. Pupils have a clear and detailed understanding of the steps they can take to protect themselves both online and in the community.

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Leaders in the school carefully consider staff well-being and workload. Staff feel empowered through the effective development and support they receive.

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Governors fulfil their roles and responsibilities effectively. They have an accurate evaluation of the school’s strengths and what needs to improve further in the quality of education. This is supported by the strong systems the trust has in place for sharing information. The impact of the trust’s actions and support provided is evident in the school’s success.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 At times, staff do not address any off-task behaviour effectively enough. Where this happens, some pupils do not engage well with their learning. The school should ensure that staff support pupils efficiently so that all pupils benefit fully from learning activities and engage fully with their learning.  In a few foundation subjects, the school does not use assessment information to address gaps in pupils’ learning well enough. As a result, some pupils do not learn as well as they could. The school should ensure that it uses assessment information to 18 and 19 February 2025

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ensure that pupils secure the important knowledge so that they benefit more from the highly ambitious 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). 18 and 19 February 2025

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School details

Website www.westgarthprimaryschool.co.uk

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school is part of Galileo Multi Academy Trust.  The school has a breakfast club, overseen by the governing body.  The school does not use any alternative provision.

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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 (early years and/or 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 provision. 18 and 19 February 2025

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and members of the senior leadership team.  Inspectors met with representatives of the governing body, a representative of the board of trustees and the trust’s CEO.  Inspectors carried out deep dives in these subjects: art and design, early reading, history and mathematics. For each deep dive, inspectors held discussions about the curriculum, 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, 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

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safeguarding that puts pupils’ interests first.  Inspectors considered the responses to Ofsted’s surveys for pupils, staff and parents. This included any free-text responses to Ofsted Parent View.

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Inspection team

Andrew Yeomans, lead inspector Ofsted Inspector

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Inspection team

Gabrielle Reddington Ofsted Inspector 18 and 19 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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