Westwood Boys School

Westwood Boys School

Address: 121 Union Street, Oldham, OL1 1TE Unique reference number (URN): 147912

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts pupils at significant risk of harm, therefore, paragraph 7 of the independent school standards is not met. The proprietor does not know, understand or carry out its statutory core functions to keep children safe. Designated leaders responsible for safeguarding pupils do not receive regular up-to-date training related to their roles. The safeguarding policy sets out a clear system for staff to report concerns about pupils but this is not routinely used. Safeguarding information about pupils is not always shared or acted on appropriately. The school does not keep accurate safeguarding records. This means that leaders are unable to see the full picture when considering concerns and deciding on the right actions to take.

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Safeguarding standards not met

The school's reluctance to share information with professionals beyond the school hinders how effectively it supports the welfare and safety of pupils. Some pupils do not receive the early help and support that they need, for example access to counselling or expert health services. Leaders do not have systems in place that allow them to maintain oversight or review serious incidents, for example they do not keep records about the actions that they have taken to address allegations of harm to children by staff.

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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. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Attendance and behaviour Strong standard

The rate of pupils' attendance is consistently high. There are no pupils who are persistently absent from school. The school has an appropriate system that it implements effectively on the rare occasion that pupils are absent due to illness, medical needs or family emergencies. Pupils proactively seek support from their teachers and peers to catch up on any learning that they miss if they are absent. This means that it does not hinder their academic achievement.

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Attendance and behaviour Strong standard

The school environment is calm and purposeful. Pupils say that their school acts as an extension of their family and community. They display high levels of commitment and dedication to their learning. They consistently treat each other with respect, tolerance and kindness. Pupils provide an extensive level of peer support for each other, role modelling the high expectations set out for them in the school's behaviour policy. Leaders provide regular praise and rewards that encourage pupils to maintain impressive standards of behaviour. It

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Expected standard

is rare that leaders have to remind pupils about school rules or expectations. In the minority of cases where this happens, pupils are well supported by adults who know them well. This helps them to resolve incidents or disagreements quickly and effectively.

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Achievement Expected standard

The school does not yet have any published results from national examinations. This is because, at the time of the inspection, no pupils had reached the end of key stage 4. Across year groups and key stages, it is evident from pupils' work that they are building the knowledge that they need to progress appropriately through the curriculum. Pupils can discuss and recall their previous learning. They make links between the knowledge that they develop across different subjects. Staff have high expectations for pupils' academic success and they use well-embedded routines to help pupils to remember key information. This approach, coupled with pupils' positive engagement in their lessons, supports pupils to develop positive independent learning habits. Typically, pupils with additional needs or barriers to their learning achieve well. If needed, they receive effective support which helps them to fill any gaps in their literacy or numeracy knowledge. Overall, pupils are

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Achievement Expected standard

academically well prepared for their next steps in in education, employment or training.

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Curriculum and teaching Expected standard

The school has constructed a balanced curriculum that provides pupils with an experience in all areas of education set out in the independent school standards. Across subjects and phases, the curriculum is designed and ordered appropriately so that pupils can build their knowledge based on what they already know and understand. Teachers are supported to develop the subject-specific knowledge that they need to deliver the curriculum effectively. They help pupils to revisit learning regularly. Teachers check on pupils' understanding and provide them with feedback so that they are clear about how to improve their work. Appropriate methods are in place to assess pupils' knowledge on entry to the school. If pupils lack the basic knowledge that they need to access the curriculum, they are provided with additional support. which is largely effective. For example, pupils receive additional support with numeracy, reading and handwriting which helps them to close these important

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Curriculum and teaching Expected standard

gaps. Typically, staff adapt their teaching appropriately to meet the academic needs of pupils who are disadvantaged and make reasonable adjustments for any barriers that they may face.

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Personal development and wellbeing Expected standard

The school provides an appropriate programme to support pupils' personal development both in personal, social, health and economic (PSHE) education lessons and beyond the taught curriculum. For example, pupils can discuss with maturity their learning about different faiths, beliefs and the how the law protects different people from discrimination. Pupils receive appropriate relationships and sex education (RSE) and health education. They discuss the importance of keeping safe and healthy. For example, pupil ambassadors

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Needs attention

receive training to support each other's mental health. They provide a listening ear to their peers as well as specific advice about the risks that they might face online.

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Needs attention

Pupils develop their confidence and character by taking on leadership roles, for example by leading prayers at the mosque in front of their family and local community. They take part in regular charity fundraising events and complete entrepreneurial challenges, gaining an understanding of the wider world beyond school. In addition, leaders ensure that pupils regularly join in with trips and visits, such as to local museums and places of worship different to their own. Pupils have a clear understanding of right and wrong. They can reflect thoughtfully on ethical issues and have a developed understanding of fundamental British values.

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Needs attention

All pupils, including those with additional barriers to their learning, receive helpful careers information, advice and guidance. In key stage 3, pupils learn about potential careers paths and routes for progression beyond school. Employers visit the school to talk to pupils about different career options. In key stage 4, this is supplemented with work experience for all pupils and additional guidance and support to complete applications for further education or training. Pupils are well prepared for these next steps. Current year 11 pupils speak with enthusiasm about the range of places that they have secured for next year.

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Inclusion Needs attention

Leaders have recently introduced systems to help staff to identify pupils who have additional barriers to their learning, including any special educational needs and/or disabilities (SEND). This information is shared with staff and typically this allows them to adapt their delivery of curriculum suitably for these pupils. The school also provides some pastoral support for pupils, for instance staff offer individual support and discuss any difficulties that pupils face in their learning. However, this approach is not as cohesive or comprehensive as it should be. Leaders do not ensure that the approach to supporting pupils with SEND, as set out in their SEND policy, is implemented effectively. For example, the school does not engage with expert professionals or external agencies to assess pupils' needs and shape their support as deeply as they should. Staff are not informed about how to support pupils' needs as well

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Inclusion Needs attention

as they should be, particularly in relation to pupils' social and emotional wellbeing.

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Inclusion Needs attention

Leaders have introduced strategies to monitor and assess the impact of the interventions that they do employ in school. These are largely focused on pupils' academic outcomes. These are helping to secure pupils' progress through the curriculum overall. However, leaders have not considered how pupils may be hindered socially or emotionally. Some pupils have potentially unmet SEND. They do not benefit as they should from expert provision to support their overall wellbeing. The requirement in paragraph 3(d) of the independent school standards is not met.

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Leadership and governance Urgent improvement

The proprietor does not carry out its legal duties effectively in relation to safeguarding pupils in the school. The proprietor's approach lacks rigour and there is not a clear strategic oversight of statutory core functions. The proprietor lacks the knowledge and skills required to ensure that the independent school standards are consistently met.

p.5

Leadership and governance Urgent improvement

Leaders do not have a clear enough understanding of the school's strengths and areas for improvement. They have not prioritised their improvement actions on decisions that are in the best interests of pupils, particularly those who face barriers to their wellbeing or have special educational needs and/or disabilities. This limits how well these pupils are able to thrive and puts some at potential risk of harm.

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Leadership and governance Urgent improvement

Staff feel well supported and leaders take actions to address their workload, for example by implementing flexible assessment policies and working arrangements. Staff access some professional learning that supports them to build their subject specific expertise. However, this programme is not sustained or coherent across all areas of staff's professional knowledge. For example, staff do not receive adequate training about the procedures for reporting and recording concerns about pupils in order to keep them safe.

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

Leaders at Westwood Boys School do not have a clear enough understanding of what they need to do to keep pupils safe. The school environment is welcoming and staff care about pupils. Pupils state that they feel happy and safe as part of a school family and local community. Despite this, pupils are put at risk of potential harm. This is because the leaders responsible for pupils' welfare do not implement the procedures required to ensure their safety and wellbeing. Leaders do not seek external advice and expertise to safeguard pupils at the school.

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

Pupils attend school regularly. Their conduct around the school site and in lessons is exemplary. Pupils display kindness, empathy and respect towards each other and the adults that work with them. Older pupils mentor and support their younger peers. Pupils diligently follow and enforce the rules that the school has put in place. In lessons, they are engaged with their learning and they work hard. If pupils struggle with their learning, then effective academic support is put into place to help them. Typically, pupils, including those with additional barriers to their learning, are achieving well from their various starting points.

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

Beyond the academic curriculum, pupils have access to a range of wider development and enrichment opportunities. Leaders have thought carefully about how to overcome the time limitations that pupils face when fitting in their additional religious studies. For example, leaders subsidise clubs and activities in the local community for pupils to attend, such as boxing, football and swimming. In addition, leaders tailor activities and resources to allow pupils to pursue their individual interests. For example, leaders have established a 3D printing club that allows pupils to create their own designs and they have provided encouragement and support for pupils to enter national and international debating competitions. These opportunities allow pupils to grow in confidence and develop a sense of responsibility.

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Next steps

The proprietor must ensure that it has the knowledge and skills needed to maintain effective oversight of the independent schools standards, so that they are met consistently. The proprietor must ensure that it has the appropriate knowledge and quality assurance systems in place to identify and address weaknesses that lead to breaches in statutory responsibilities for safeguarding. It must also ensure that the safeguarding policy is implemented effectively, including systems for staff to report and record safeguarding concerns and keep accurate, up to date records of pupil concerns. The proprietor must ensure that leaders responsible for safeguarding are suitably trained and knowledgeable to carry out their statutory responsibilities to protect pupils from potential harm. Leaders should ensure that they work more openly and effectively with external agencies and local area partners to provide expert and specialist support for pupils who are

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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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

During the inspection, inspectors spoke with the headteacher, the executive headteacher, other senior leaders and teachers, a range of pupils, the chair of the proprietary body and a representative from the local authority.

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About this inspection

The school operates from premises located at: 121 Union Street, Oldham, OL11TE.

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About this inspection

This school is registered as having an Islamic religious character.

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About this inspection

The school uses no alternative provision.

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About this inspection

The proprietor is the The Green Dome Academy and the chair of the proprietary body is Mr Jamal Uddin Khan.

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About this inspection

The email address of the school is office@westwoodboysschool.org

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Independent school standards

Independent school standards are either met or not met for each category. The fees currently charged are: £3,350 - £3,950.

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Independent school standards

1. Quality of education provided Standards not met

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Independent school standards

The following standards have not been met:

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Independent school standards

The standard in this paragraph is met if the proprietor ensures that the teaching at the school–

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Independent school standards

(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons;

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

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Independent school standards

3. Welfare, health and safety of pupils Standards not met

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Independent school standards

The following standards have not been met:

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Independent school standards

The standard in this paragraph is met if the proprietor ensures that–

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Independent school standards

(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and (b) such arrangements have regard to any guidance issued by the Secretary of State.

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Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

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Team inspector:

Ben Hill, His Majesty's Inspector All standards have been met.

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Team inspector:

5. Premises of and accommodation at schools Standards met

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Team inspector:

6. Provision of information Standards met

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Team inspector:

7. Manner in which complaints are handled Standards met

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Team inspector:

8. Quality of leadership in and management of schools Standards not met

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Team inspector:

The following standards have not been met: Paragraph 34(1)

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Team inspector:

The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school–

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Team inspector:

(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; (b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and (c) actively promote the wellbeing of pupils.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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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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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school. 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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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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