Westwood-with-Iford Primary School

Inspection of Westwood-with-Iford Primary School Boswell Road, Lower Westwood, Bradford-on-Avon, Wiltshire BA15 2BY

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The executive headteacher of this school is Simon Futcher. This school is part of Palladian 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), Donna Tandy, and overseen by a board of trustees, chaired by Mark West. 7 and 8 May 2025

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What is it like to attend this school?

Pupils are happy and safe at this school. They enjoy coming to school and attend very well. Parents speak of the ‘welcoming and nurturing’ staff and atmosphere.

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What is it like to attend this school?

Staff have high expectations that pupils strive to meet. Pupils know how the school values apply to their own lives and actions. They know the importance of showing kindness and respect in how they treat others. This knowledge helps them to develop their character and make positive choices about their behaviour.

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What is it like to attend this school?

Pupils thrive at the school. All pupils learn a musical instrument and enjoy performing to live audiences. Trips, visits and events fuel pupils’ enthusiasm for learning and provide new experiences. The school makes sure that pupils gain a rich set of experiences including sports competitions, adventurous outdoor activities and theatre visits.

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What is it like to attend this school?

Pupils are proud of their school. They enjoy contributing to the life of the school through the leadership roles they take on, and by helping others. They also contribute to wider society. Pupils raise money for charities that matter to them. Many take part in ‘community clean up’ events. Others take part in projects to raise awareness of how to protect local wildlife.

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

Pupils achieve well in reading, writing and mathematics. The school, with the support of the multi-academy trust, has designed a broad curriculum that makes clear what pupils should learn. Staff have the subject knowledge that they need. They typically explain new learning clearly and give pupils enough time to practise what they have learned. However, in some areas, the curriculum is not precise enough about when subject specific knowledge should be learned. At times, pupils do not recall this as well as they could.

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

In some subjects, and in the early years, staff thoroughly check what pupils know and remember. Staff adapt learning well for pupils with special educational needs and/or disabilities (SEND). This enables them to learn alongside their peers. However, at times, the checks on pupils’ understanding do not identify gaps in pupils’ knowledge and teachers cannot address them as a result.

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

Staff have the expertise they need to teach children to read. They identify pupils who are at risk of falling behind and give them the support they need to keep up. Pupils read books that match their reading ability. They become confident and fluent readers. The school ensures that parents know how to support their children with reading, especially when they are at the earliest stages of reading.

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

Children in the early years get off to a strong start. Staff know the children well and respond to their individual interests and needs. Building language and communication is at the heart of the curriculum. Children enjoy the many stories that staff share with them and are excited to become readers themselves. Staff quickly spot signs that a child may be struggling and provide extra support that enables them to learn successfully. 7 and 8 May 2025

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Pupils behave well. They can concentrate on their learning as disruption is rare. The atmosphere is calm and orderly. Pupils of all ages play together harmoniously at social times. The early years spaces are a hive of activity. Staff help children learn to share toys and equipment cooperatively with each other.

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Pupils understand the relevance of fundamental British values to their own lives. For instance, they can explain the importance of the rule of law in keeping everyone safe and treating people fairly. Pupils know how to stay safe online and how to keep themselves physically and mentally healthy. The school environment provides many opportunities for physical activity throughout the day. Children in Reception Year learn to understand their feelings and how to manage them. This helps them to form positive relationships with staff and pupils and to settle quickly at school.

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Those responsible for governance are knowledgeable about the school’s work. They know what is going well in the school and where improvement is required. They hold the school to account, while also providing support.

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School and trust leaders have identified the right areas to focus on in order to improve the school. Work to improve some areas of the curriculum remains at an early stage. Leaders are considerate of staff well-being and workload. They have ensured that staff have had the training and support they need to develop their knowledge during a period of significant change.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes checks on pupils’ understanding do not identify gaps in learning well enough. This means that errors and misconceptions sometimes persist and that work is not well enough matched to what pupils know and can do. The school and trust need to ensure that assessment is used consistently to support pupils to make the best possible progress through the curriculum.  In some foundation subjects, the school has not identified precisely what essential knowledge pupils need to remember at each stage. As a result, pupils do not recall subject-specific knowledge and do not build on what they already know as well as they could. The school and trust should ensure that teaching essential knowledge enables pupils to learn the curriculum well. 7 and 8 May 2025

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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). 7 and 8 May 2025

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School details

Date of previous inspection Not previously inspected

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Information about this school

 This school is part of Palladian Academy Trust.  The school does not use any alternative providers.  Westwood-with-Iford Primary School opened in June 2022. When its predecessor school, Westwood-with-Iford Primary School, was last inspected by Ofsted, it was judged to be inadequate for overall effectiveness.  The school shares a leadership team, including governance body, with Fitzmaurice Primary School.

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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 7 and 8 May 2025

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provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  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.  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.  An inspector met with governors and trustees and with staff from the multi academy trust, including the CEO.  Inspectors considered responses to Ofsted’s online survey, Ofsted Parent View, and the views of staff and pupils in Ofsted’s online survey. Inspectors also spoke to pupils and staff in meetings and around the school site.

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 Inspectors carried out deep dives into these subjects: early reading, mathematics, English and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  An inspector also discussed other areas of the curriculum, including science, art and French, with staff and pupils and looked at pupils’ work in these subjects.  An inspector spoke to parents as they dropped their children off at school.

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Inspection team

Sarah Favager-Dalton, lead inspector His Majesty’s Inspector

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Inspection team

Dale Burr His Majesty’s Inspector 7 and 8 May 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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