Upton Westlea Primary School

Upton Westlea Primary School

Address: Upton Westlea Primary School, Weston Grove, Upton-by-Chester, Chester, Cheshire, CH2 1QJ Unique reference number (URN): 111100

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Attendance is in line with national averages and sometimes better. It continues to improve for all groups, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). Leaders understand attendance patterns well. They analyse information closely and act quickly when concerns arise. Staff use targeted support and make reasonable adjustments to remove barriers. This work is effective. It helps pupils with regular absence attend more regularly. Leaders work closely with families and outside agencies for those pupils who need it.

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Attendance and behaviour Expected standard

Behaviour across the school is calm and orderly. Leaders set clear expectations and routines. Staff apply these consistently. The environment is respectful. In lessons, attitudes to learning are positive. Any disruption is addressed quickly. This means learning typically continues without interruption. Leaders monitor behaviour and provide support when needed. Bullying is not tolerated. Any concerns are dealt with promptly. This ensures that pupils feel safe and well cared for. Staff know pupils well. The school makes suitable adjustments for pupils with SEND. These adaptations help them to behave well, feel included and take part fully in school life.

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Inclusion Expected standard

Leaders have built a supportive environment in which pupils feel included. Staff identify individual needs early and act quickly. This includes for pupils with special educational needs and/or disabilities. It is also the case for disadvantaged and vulnerable pupils. Staff take shared responsibility for checking they meet pupils' needs. Staff use clear plans to guide support in class. In the early years, they notice children's strengths and difficulties. In response, staff make effective adaptations, such as targeted phonics support. Leaders ensure that pupils in Eden, the specially resourced provision for pupils with a diagnosis of autism, get the help they require. These pupils learn successfully in a calm setting.

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Inclusion Expected standard

Leaders reduce pupils' barriers to learning and wellbeing. This is through close work with families, timely checks and reasonable adjustments. Pupils say that the school listens and helps them to feel safe and included.

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Inclusion Expected standard

Leaders check how well disadvantaged pupils are learning. In subjects such as reading and mathematics, this helps these pupils to build knowledge and skills securely. This is supported by appropriate training for staff. Leaders also work with other agencies, such as the virtual school, to ensure that pupils' needs are met well. Additional funding is used well to support disadvantaged pupils. This helps them attend school and take part fully. Typically, these pupils achieve well.

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Personal development and wellbeing Expected standard

Leaders provide varied opportunities both in lessons and beyond. This helps to broaden pupils' experiences and interests. Pupils develop a secure, age-appropriate understanding of the values of modern Britain. They live these out in their daily lives. This is also true of

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Needs attention

children in the early years. Pupils speak and listen to one another with care. They are interested in each other's ideas and beliefs. Pupils recognise that discrimination is not acceptable. They learn to treat others with consideration. Visits to places of worship further enhance an appreciation of similarities and differences.

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Needs attention

Leadership roles give pupils responsibility, for example as digital leaders, behaviour champions or arts and sports ambassadors. This helps the school run smoothly. Pupils value having a voice. They decide which charities the school supports and how fundraising activities are organised. This encourages pupils to develop as young citizens. Leaders make sure that all pupils benefit from the opportunities on offer. Children in the early years participate fully. So do disadvantaged pupils.

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Needs attention

The curriculum supports pupils’ understanding of mental wellbeing and healthy relationships. They understand how to keep themselves safe. For instance, online safety is given high priority. Pupils trust staff to give them the help and guidance that they need. Targeted support for those who need it helps pupils to manage their feelings. Staff work sensitively with families as needed. The array of visiting speakers make learning more memorable. Older pupils explore future opportunities at the Year 5 careers fair.

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Needs attention

Pupils value the chance to participate in residential visits. They enjoy new experiences and forming lasting memories with their peers. Before they leave the school, pupils have 'eleven experiences before eleven'. These activities help them develop independence. Pupils are well prepared for life beyond school.

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Achievement Needs attention

Pupils do not achieve as well as they should in writing. This is because there are weaknesses in the teaching of handwriting and spelling. Many pupils do not write with the accuracy and fluency expected for their age. It is the case across year groups. This limits how well pupils can write at length. Outcomes in writing at the end of Year 6 are significantly below national expectations. Pupils are not ready enough for secondary school.

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Achievement Needs attention

In contrast, outcomes in national assessments in reading, mathematics and phonics are in line with national averages. Leaders ensure that pupils progress well through the curriculum in these subjects. Disadvantaged pupils and those with special educational needs and/or disabilities achieve as well as similar groups of pupils nationally. In the wider curriculum, pupils across the school demonstrate secure knowledge in subjects such as geography and personal, social and health education. In these subjects, pupils build up what they know over time.

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Curriculum and teaching Needs attention

There are weaknesses in the writing curriculum. It does not give pupils secure foundations. Leaders recognise this. The school does not teach handwriting and spelling in a logical sequence. Pupils do not have enough chances to practise these skills before writing at length. Leaders also understand the need to identify those pupils who have not secured basic handwriting and spelling skills. This is so pupils can receive timely support to catch up.

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Curriculum and teaching Needs attention

In reading and mathematics, leaders understand what works well. They have designed a curriculum that supports pupils' next steps. Reading is a clear priority. Phonics is taught in a structured way. Staff give help when pupils need extra support. In mathematics, learning is carefully considered and ordered. Training helps staff develop the subject knowledge needed. In these subjects, staff teach confidently. They adjust learning well for pupils with special educational needs and/or disabilities. Staff adapt tasks so all pupils can take part and engage well.

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Curriculum and teaching Needs attention

Leaders ensure that pupils mostly follow a broad and balanced curriculum. Staff help pupils to understand subject vocabulary when learning new topics, for example in Year 2 science when they learn about the properties of materials. Pupils have opportunities to discuss their learning. Staff check understanding to shape future lessons.

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Early years Needs attention

The early years curriculum is not as effective as it should be. It does not consistently help children build the knowledge and skills they need for their next stage of learning. Leaders have sound intentions. However, the curriculum is not consistently sequenced across the areas of learning. For example, children's language skills are not well developed enough in either spoken or written communication. This affects children's learning across several parts of the curriculum. In several areas of learning, staff do not always share a common understanding of what to teach and when. As a result, children do not make progress as quickly as they could. They are not fully prepared for Year 1.

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Early years Needs attention

Where leaders have focused their work, children learn well. For example, in early reading and mathematics, the curriculum is more clearly structured. In these areas, staff have received the training they need. Leaders monitor learning closely and take action where necessary.

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Early years Needs attention

Staff are able to support children with special educational needs and/or disabilities. This ensures they can access the same opportunities as their peers. Children settle into the setting and feel safe. They follow routines and understand expectations for behaviour. Relationships between staff and children are positive. Children are supported to take turns and cooperate. Staff encourage children to manage their feelings and to begin to develop independence. Leaders share information with parents about children's progress and provide support for learning at home.

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Leadership and governance Needs attention

Leaders do not have secure oversight of the curriculum across all subjects. They do not check the quality of teaching closely enough. This includes in the early years. As a result, the school does not identify or address some weaknesses in teaching and gaps in pupils’ learning. This limits how well some pupils progress. Leaders and governors have identified suitable priorities for development. However, leaders' monitoring of how these actions are put into practice is not consistent enough to secure the necessary improvements. Where leaders have focused their efforts, pupils do well. This shows that leaders have the capacity to have a positive impact. Leaders and governors make decisions in the best interests of pupils. This includes pupils who are disadvantaged or face other barriers to learning, and pupils with special educational needs and/or disabilities. Additional funding is used carefully to provide targeted support.

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Leadership and governance Needs attention

Leaders ensure staff have access to ongoing training. Teaching skills are beginning to improve. Early career teachers and trainees get positive support. Staff feel valued. Leaders take staff workload and wellbeing into account when making decisions. Roles are clear. Leaders check that responsibilities are carried out as intended.

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Leadership and governance Needs attention

Governors meet their statutory duties and carry out their responsibilities well. They use resources carefully and offer both support and challenge to leaders. They take an active interest in pupils' progress and the school's priorities. Parents and carers speak positively about the school. They appreciate the regular communication about pupils' progress and how to support learning at home.

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What it's like to be a pupil at this school

Pupils at Upton Westlea are proud to belong to this welcoming school. They feel known and well cared for. Positive relationships with staff help pupils to feel safe and ready to learn. A number of pupils join the school from other countries. Pupils enjoy making new friends and show high levels of respect for one another's differences. Pupils who face additional challenges receive timely support. This includes those who are disadvantaged or vulnerable. Pupils with special educational needs and/or disabilities get the help they require. Staff work with families and other professionals to reduce barriers to learning and wellbeing. This ensures that pupils attend regularly and benefit fully from lessons.

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What it's like to be a pupil at this school

Pupils enjoy learning. They achieve well in several subjects. If they struggle, staff mostly explain new ideas clearly and provide support. This helps pupils to make progress from their starting points. By the end of Year 6, pupils do well in reading and mathematics. In these subjects, pupils are well prepared for the next stage of their education. However, this is not the case in writing, where some pupils do not progress as well as they could. In the early years, children have a mixed experience. They begin to develop the foundations in reading and mathematics that they need for future learning. Children do not get the help they need in some other aspects of their learning.

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What it's like to be a pupil at this school

Pupils benefit from a range of wider opportunities. Clubs such as dodgeball, cooking and jewellery making are popular. Pupils are able to try new sports and learn new skills. Learning is enriched through visits to the local zoo or theatre. This inspires curiosity and sparks ambition for future careers.

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What it's like to be a pupil at this school

Behaviour around the school is positive. Pupils listen well to staff. Pupils feel safe and supported. They know the school helps everyone treat each other with respect. Bullying is rare. Pupils learn through local visits and discussions about fairness and responsibility, This teaches them to contribute positively to modern Britain. Pupils enjoy making a meaningful contribution to their school and wider community.

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Next steps

• Leaders should ensure that the early years curriculum sets out clearly the essential knowledge and skills that children are expected to acquire so that staff have a shared understanding of what to teach and when. • Leaders should ensure that the writing curriculum is carefully structured and progressive. The curriculum should build systematically on prior learning, enabling staff to know exactly what to teach and when. • Leaders should ensure that staff develop the expertise that they need to teach spelling and handwriting effectively. This will help pupils to secure accuracy and fluency in these skills and improve their achievement in writing. • Leaders should ensure that staff swiftly identify pupils who have not yet secured the basic skills in spelling and handwriting and provide timely support to help them catch up. • Leaders should make timely and precise checks on how well the curriculum is implemented across all phases, including the early years, so that weaknesses in curriculum

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Next steps

design, delivery and pupils' achievement are identified quickly and addressed effectively.

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About this inspection

The chair of the board of governors in this school is Thomas David.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, the deputy headteacher, the special educational needs coordinator and the designated safeguarding lead. An inspector also spoke to members of the governing body, including the chair, the school improvement partner and a representative of the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school includes a specially resourced provision for pupils with a diagnosis of autism. This has places for 15 pupils. Currently, there are 16 pupils who attend the provision.

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Team inspectors:

Collette Mather, Ofsted Inspector Kevin Simpson, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2023/24 (final) 55% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 71% 75% Close to average

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average

2023/24 (final) 74% 74% Close to average

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average

2022/23 (final) 74% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 71% 74% Close to average

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average

2022/23 (final) 70% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 43% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2022/23 (final) 50% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 50% 59% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 4.8% 5.2% Close to average

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national average

2023/24 (3 term) 5.8% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2023/24 (3 term) 14.8% 14.6% Close to average

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national average

2022/23 (3 term) 18.5% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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