West Row Academy

West Row Academy

Address: Beeches Road, West Row, Bury St. Edmunds, Suffolk, IP28 8NY Unique reference number (URN): 150276

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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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Leadership and governance Strong standard

In recent years, leaders have significantly and rapidly improved the quality of the school's provision for pupils. Leaders accurately identified the issues and areas that required improvement. These have been addressed. Staff and pupils now have high expectations of what everyone can achieve. The curriculum is now ambitious, and builds knowledge over time. This curriculum is generally taught effectively. Pupils read often and read well. They attend regularly and achieve better. Although some inconsistencies in provision remain, leaders know where they are, so these are being robustly addressed.

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Leadership and governance Strong standard

Leaders and trustees have a detailed understanding of how well pupils are learning. They are determined to ensure that the school builds on the progress it has made so that its offer is consistently very effective. This means they make well considered changes, for example to phonics and mathematics curriculums. These improvements support pupils to learn, do and remember more. Trustees ensure that the school carries out its statutory responsibilities and that funds are appropriately spent. They check that processes keep children safe.

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Leadership and governance Strong standard

Staff are very positive about working here. They benefit from an extensive programme of high-quality professional development opportunities. This supports them to carry out their roles effectively. Parents are increasingly positive about the school because they can see how it has improved.

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Leadership and governance Strong standard

Leaders and staff want every child to thrive. This includes pupils with significant barriers to learning. Staff work closely and effectively with external services, experts and other schools in the trust to ensure that all pupils get the help and the range of provision that they need.

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Achievement Expected standard

In recent years pupils' achievement has improved markedly. Attainment in phonics, reading, writing and mathematics is typically close to national averages for all pupils, including those who are disadvantaged. Pupils with special educational needs and/or disabilities, including those who attend The Hub, make positive progress from their individual starting points. From the early years onwards, children learn to read well. They learn to blend letters and sounds. Pupils become accurate, fluent and typically enthusiastic readers. If they need additional support with their reading, they receive it promptly. This support has a positive impact. Pupils acquire solid foundations in writing and spelling. They can communicate clearly and accurately. Pupils make secure progress with their mathematical knowledge.

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Achievement Expected standard

In most foundation subjects, pupils generally achieve well. They usually gain the breadth and depth of knowledge they need. Frequently, pupils can remember and apply what they have learned successfully because their knowledge is secure. Overall, pupils are well prepared for the next stages in their education. However, on a small number of occasions in a few foundation subjects, staff do not make sure that pupils fully understand what they have learned. This makes it more difficult for staff to address any missing knowledge or misconceptions. Where this happens, pupils' knowledge is sometimes less secure.

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Attendance and behaviour Expected standard

Pupils enjoy coming to school. All groups of pupils attend well, including those in The Hub. In a few instances where pupils experience barriers to their attendance, staff work positively with these pupils and with and their families to remove such barriers. This work has a positive impact on their attendance.

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Attendance and behaviour Expected standard

Leaders have established clear routines for pupils to follow, both in lessons and at social times. The behaviour policy sets out clear expectations for pupils' behaviour. Staff understand and apply this policy consistently. Consequently, pupils know what to expect when in lessons and can settle to their work.

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Attendance and behaviour Expected standard

Staff help pupils to develop self-motivation, and the resilience to cope with mistakes or difficulties. This helps most pupils to approach their work with confidence and enthusiasm. Staff typically provide effective support for pupils who find it harder to develop these positive attitudes. This patient support is usually successful in helping pupils to stay focused.

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Attendance and behaviour Expected standard

Pupils enjoy interacting and playing with each other. They respect each other and adults. Pupils know what bullying is. They say that does not happen often, and that when it does, it is effectively dealt with. Pupils are keen to succeed. They enjoy gaining a range of rewards for their effort, kindness and behaviour. Older pupils are positive role models. Year 6 pupils support younger pupils with their reading.

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Curriculum and teaching Expected standard

An ambitious and well-organised curriculum has been put in place since the previous inspection. Leaders have developed teachers' subject knowledge. Consequently, the curriculum is increasingly taught well.

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Curriculum and teaching Expected standard

The curriculum clearly sets out the important knowledge that pupils need. This knowledge is taught in order so that pupils build on what they have learned. Pupils have regular opportunities to revisit previous topics so that they remember them. Teachers use consistent approaches in lessons. They introduce and model new information clearly. Pupils practise applying what they have been taught. Teachers check pupils' learning. Usually, these checks are used effectively in order to identify errors or gaps in pupils' knowledge. On a few occasions, however, staff do not use these checks well enough to find out what pupils have learned. When this happens, teaching is not adjusted swiftly enough to address any missing knowledge so that pupils develop their understanding securely.

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Curriculum and teaching Expected standard

Pupils across all key stages learn to read well. Texts are carefully chosen to match pupils' abilities. There are regular opportunities to practise and develop their reading and writing. Pupils are typically able to comprehend and communicate clearly and accurately. Pupils generally develop and apply secure mathematical knowledge. Staff know the needs of pupils in their classes. They take effective steps that ensure pupils can learn the curriculum. Teachers usually make sure that pupils have learned intended knowledge successfully. Pupils who need additional support to keep up or catch up with their peers receive it.

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Early years Expected standard

There is effective leadership of the early years foundation stage at every level, including in relation to care practices. Leaders and staff communicate effectively with parents and carers and with other settings. This helps them to gain an insight into children's interests and stages of learning well before they join the school. This insight enables staff to help children to settle into school, for example by talking about their interests.

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Early years Expected standard

The early years curriculum is designed to meet the needs of children who attend. A high priority is placed on the development of children's speech, language and communication. Staff identify any additional needs that children may have. Leaders ensure that staff have the training needed to help them address these needs effectively, for example through additional support. This ensures that children can learn well and make progress, including those with special educational needs and/or disabilities.

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Early years Expected standard

Staff have built a well-organised and stimulating learning environment. Children are confident to explore topics, completing various linked activities. Staff talk to the children about their learning. This helps to deepen children's thinking. They ensure that all children develop a broad range of skills across all areas of learning. Children typically achieve a good level of development in readiness for Year 1.

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Early years Expected standard

Staff establish high expectations for children's behaviour in the early years. Routines are well embedded, so children know what they need to do and when. Staff use consistent approaches to set expectations for children's behaviour, such as sitting quietly and listening carefully.

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Early years Expected standard

Parents are able to discuss children's learning and development at any time through the school's 'open-door' policy. Staff speak promptly to parents if any concerns arise, offering support where appropriate. This ready communication supports strong home–school partnerships.

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Inclusion Expected standard

Staff want every pupil to feel part of the school community and to achieve success in all they do. Staff are committed to implementing this inclusive approach. Leaders accurately identify pupils' barriers to learning. There are clear processes in place to identify pupils' needs, and for reviewing the effectiveness of any support that pupils receive. Many pupils join the school in the Reception year. Others join later. Whenever they join the school, staff take the time to get to know pupils and their families. This means that all pupils can have a smooth start to life at school with the right provision in place. Where necessary, leaders arrange and provide additional specialist support. Leaders work closely and effectively with other agencies and services. This helps pupils to engage positively with school, and to improve their attendance. The Hub provides effective teaching for pupils with severe learning

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Inclusion Expected standard

difficulties. As a result of this support, pupils develop their communication and language skills and their readiness to learn. Staff have a clear understanding of any barriers to learning that their pupils may have. They make appropriate adaptations to their teaching to meet pupils' needs. This helps to ensure that all pupils, including those with special educational needs and/or disabilities, can learn the curriculum effectively. Teachers typically identify clear and measurable targets for pupils who need additional support. They monitor pupils' progress towards achieving these targets so that they can be sure that their support is having the impact that they intend for pupils. This helps to ensure that these pupils learn well. Occasionally, some targets are less precise and measurable. This makes it more difficult for staff to be sure that pupils are making the progress that they should. Pupils' learning is sometimes hampered as a result.

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Inclusion Expected standard

The school analyses the impact of pupil premium funding on its disadvantaged pupils. Leaders use funds appropriately to widen opportunities and to provide additional support. This has an increasingly positive impact, including on pupils' attendance and achievement.

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Personal development and wellbeing Expected standard

Pupils at West Row are supported to develop qualities that prepare them for future life. For instance, they learn how to be good citizens and friends. They understand the difference between right and wrong. Pupils participate in assemblies that foster a sense of belonging. Pupils, including those who attend The Hub, enjoy participating in activities such as singing. These activities help all pupils feel part of the school community.

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Personal development and wellbeing Expected standard

Pupils learn how to keep themselves safe and healthy. They learn about different types of relationships and about personal space. They learn how their bodies change as they get older. Pupils know how to keep themselves safe when using the internet. For example, they understand the importance of keeping personal information private. Older pupils understand what democracy is. They can relate this to pupil leadership positions in school. In English, pupils read texts that help them to learn about people who are different from themselves. Pupils enjoy learning about music and the arts. This work across the curriculum prepares pupils for life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils broaden their interests and develop their confidence when they attend trips. These include residential visits and trips to museums. Leaders have provided pupils with a range of clubs, including crafts and a range of games and sports. Many pupils take part in these, including pupils with special educational needs and/or disabilities and pupils who are disadvantaged. Leaders have begun work to expand this range further in response to pupils' requests. This work is at an early stage.

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

Pupils enjoy attending West Row Academy. They feel well supported. If pupils have any worries, they know that staff will provide them with the guidance and support they need. Pupils are safe. They look out for each other. Pupils conduct themselves politely and respectfully. They learn to treat others as equals. They understand the importance of belonging and how they can contribute to the school community. Instances of bullying or unkind behaviour are therefore rare. However, if ever it does happen, staff address it quickly and successfully. Pupils engage enthusiastically in their learning, particularly when teaching is most effective. They attend well.

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

Staff have high expectations for what pupils can achieve. Pupils typically rise to these expectations. For example, published information shows that pupils in Year 6 achieve in line with national averages for reading, writing and maths. Pupils enjoy reading and learn to read well, including in the early years. If pupils need extra help with their learning, they get it. This helps them improve their knowledge and keep up with their peers. Overall, pupils' learning has strengthened as a result of the improvements that leaders have made to the curriculum and teaching. They are generally able to remember, apply and communicate their learning accurately and confidently.

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

The school's work ensures that all pupils, including those with special educational needs and/or disabilities, can access the curriculum successfully. The school's specially resourced provision for pupils with special educational needs and/or disabilities, known as The Hub, effectively supports pupils who attend it to improve their communication and social skills.

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

The school provides a growing number of well-attended clubs, trips and opportunities for pupils' wider development. For instance, pupils enjoy visits to a local science museum and to places of worship. There are important roles available for pupils to develop their leadership skills. These experiences stimulate pupils' interests and help them learn about the world around them.

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Next steps

Leaders should ensure that the goals that staff set for pupils are consistently precise and measurable so that pupils' progress towards these goals can be checked, and any necessary adjustments made to support such progress. Leaders should ensure that the curriculum is taught consistently well across all key stages and subjects so that pupils gain the breadth and depth of knowledge they need to achieve highly. Leaders should ensure that staff consistently and rigorously check pupils' learning in lessons so that any gaps and misconceptions are addressed quickly. Leaders should broaden even further the range of clubs, trips and events for pupils and ensure that pupils' participation in these opportunities is maximised, including for disadvantaged pupils and those with special educational needs and/or disabilities. Leaders should build on the school's work to support pupils who find it hard to focus on

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Next steps

their learning, by ensuring that these pupils receive teaching and support that is consistently effective.

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About this inspection

West Row Academy is a member of the Unity Schools Partnership multi-academy trust. The trust is overseen by a board of trustees, chaired by Christine Quinn. The chief executive

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Team inspectors:

Mark Sim, Ofsted Inspector Katie Devenport, His Majesty's 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. officer of the trust is Dominic Norrish.

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What does this mean?

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

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What does this mean?

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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What does this mean?

The inspection team spoke with school and trust leaders, including the SENDCo. They also held discussions with representatives of the trust board and the local governing body. Inspectors spoke to staff, parents and carers, and pupils.

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What does this mean?

The school has an on-site specially resourced provision for pupils with special educational needs and/or disabilities, known as The Hub. Pupils who attend this provision have education, health and care (EHC) plans, principally for severe learning difficulties.

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What does this mean?

The school currently does not use any alternative provision for pupils.

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What does this mean?

Headteacher: Elisabeth Close National average: 272

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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. National average: 15%

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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

2024/25 (final) 67% 62% Close to average

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average

2023/24 (final) 63% 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 (final) 81% 75% 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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average

2024/25 (final) 76% 72% Close to average

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average

2023/24 (final) 71% 72% Close to average

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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 (final) 76% 74% Close to average

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average

2023/24 (final) 75% 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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Disadvantaged pupils reaching the expected standard in reading

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

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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

‘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 (3 term) 5.2% 5.2% Close to average

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national average

2023/24 (3 term) 5.1% 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

2024/25 (3 term) 11.1% 13.0% Close to average

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national average

2023/24 (3 term) 11.4% 14.6% 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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