Westwood Farm Junior School

Westwood Farm Junior School

Address: Fullbrook Crescent, Tilehurst, Reading, Berkshire, RG31 6RY Unique reference number (URN): 109845

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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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Achievement Expected standard

Overall, pupils achieve well in national tests. Outcomes in reading, writing and mathematics are broadly in line with national averages over time. Pupils who attend the hearing resource base and complex needs resource unit make secure progress from their individual starting points. This means that most pupils leave school well-prepared for the next stage of their education.

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Achievement Expected standard

Leaders and staff are ambitious for all pupils including those who attend the school’s specialist provisions. Pupils’ work shows the positive impact of the recent changes made to the teaching of reading. Most pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, make links in their learning. Pupils speak animatedly about what they have learned, using subject-specific vocabulary accurately and confidently. However, some pupils do not develop spelling and handwriting skills securely enough. This hampers the progress they make in some subjects.

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Attendance and behaviour Expected standard

Leaders maintain high expectations for attendance. They monitor attendance closely and take prompt action when concerns arise. Leaders work with determination to identify and reduce barriers that prevent pupils from attending regularly. As a result, attendance is in line with national averages. Adaptations and reasonable adjustments help pupils with special educational needs and/or disabilities attend school successfully. Leaders work effectively with families and external agencies when attendance concerns emerge. Their actions have improved attendance for pupils who face barriers to regular attendance. Leaders are working productively with any pupils who are persistently absent so that they attend more regularly.

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Attendance and behaviour Expected standard

Leaders and staff have established a culture of kindness and inclusion. Pupils behave well and treat others with consideration. They trust staff to deal promptly and effectively with concerns, including bullying. Leaders ensure that any incidents of unkind behaviour are addressed quickly and consistently. Pupils are courteous and respectful. In lessons, they focus well, try their best and take pride in their work. At social times, pupils mix happily with their peers. Staff consistently promote high standards of behaviour and build strong relationships with pupils. Leaders quickly identify pupils who need additional support and provide effective help to manage their behaviour and emotions.

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Curriculum and teaching Expected standard

Leaders have designed a broad and ambitious curriculum. They have identified the knowledge, vocabulary and skills that pupils need to learn over time. Leaders review the curriculum regularly and have a clear understanding of its strengths and areas for improvement. They ensure that the teaching of early reading, including phonics remains a high priority, to help pupils access learning across all subjects. Occasionally, there is variation in the teaching of handwriting and spelling. Leaders are revising the school's approaches to developing pupils' writing fluency and accurate spelling. Teaching supports pupils to learn successfully. Teachers generally have a secure understanding of what pupils know, understand and can do. Staff adapt learning and provide additional support when needed, including for pupils with special educational needs and/or disabilities and disadvantaged pupils. Learning is typically structured well. Teachers use a

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Curriculum and teaching Expected standard

range of well-considered activities and resources to promote discussion and help pupils make links with what they already know. This approach helps pupils to reinforce their knowledge and understanding, especially in English and mathematics, and to develop their use of subject-specific vocabulary. However, in some of the other subjects, teachers’ checks on pupils’ learning are not consistently effective to ensure pupils develop and apply their knowledge and skills as securely as they could.

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Inclusion Expected standard

Leaders swiftly identify barriers to learning for pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils. They work closely with families, staff and external agencies to ensure that pupils receive the right support. Leaders carefully assess needs, monitor progress and evaluate the impact of provision. They act promptly on advice from external professionals and adapt support where necessary.

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Inclusion Expected standard

Leaders ensure that staff receive appropriate training, including those who support pupils attending the hearing resource base and the complex needs resource unit. Staff understand pupils’ needs well and provide effective support. They have high expectations and adapt learning so that pupils with SEND and disadvantaged pupils can access the curriculum successfully. Leaders also make effective adaptations to resources and the learning environment, enabling pupils to participate fully in school life and develop confidence.

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Inclusion Expected standard

Leaders use additional funding effectively. They understand the challenges faced by disadvantaged pupils and target support appropriately. Pupils who are known, or previously known, to social care benefit from timely pastoral care. Leaders work closely with external agencies to secure the help these pupils need. Other pupils experiencing difficulties with their learning or wellbeing also receive prompt support. Leaders regularly review the quality of provision and take action to strengthen it where necessary.

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Leadership and governance Expected standard

Leaders have created a caring and ambitious culture where pupils and families are known well and supported effectively. They have an accurate understanding of the school's strengths and the challenges faced by many pupils. Leaders use this understanding to make informed decisions that reflect the needs of the community and help pupils succeed. As a result, pupils feel safe, valued and fully included.

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Leadership and governance Expected standard

Leaders set high expectations for pupils' learning, behaviour and personal development. They identify priorities clearly and take effective action to improve pupils' experiences and outcomes. Their commitment to inclusion is tangible. Leaders work closely with families and external agencies to secure support for pupils who need it. As a result, pupils engage wholeheartedly in school life and make the most of their education Staff feel supported and appreciated. Leaders provide relevant and helpful professional learning opportunities, consider workload and encourage staff to play an active part in school improvement. This creates a positive culture where staff work collaboratively and are focused on enabling pupils to succeed.

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Leadership and governance Expected standard

Governors know the school well and understand both its strengths and areas for development. They provide purposeful support and challenge and fulfil their statutory responsibilities. Together, leaders and governors promote a school ethos of reflection and continuous improvement that helps ensure pupils are well prepared for the next stage of their education.

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Personal development and wellbeing Expected standard

Leaders have designed a well-organised personal development programme that extends pupils’ horizons and helps prepare them for life beyond school. They are committed to ensuring that all pupils, including those who may face additional barriers, benefit from the opportunities the school provides.

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Personal development and wellbeing Expected standard

Pupils enjoy a wide range of experiences beyond the classroom. For example, visitors to school help pupils learn about the wider world and different jobs they can pursue in their future lives. Opportunities such as participating in sporting tournaments or showcasing their artistic skills help pupils hone their skills and talents. Pupils readily organise and oversee fundraising events and environmental projects. They share their views with members of the pupil school council to help make decisions such as choosing playtime equipment and selecting the lunchtime menu. Pupils are passionate about their commitment to keep their school and local environment ‘litter free’. Pupils develop responsibility, resilience and an understanding of how they can make a positive contribution to their community.

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Personal development and wellbeing Expected standard

Pupils learn about different faiths, cultures and beliefs. They understand the importance of treating others with respect. Pupils thoughtfully debate topics and themes that affect them including current news. They value diversity and appreciate different viewpoints. Pupils are prepared well for life in modern Britain.

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Personal development and wellbeing Expected standard

Leaders provide a programme of personal, social and health education (PSHE) that covers all the required themes. Pupils learn about healthy relationships and how to identify and respond to risks online and offline. Pupils understand the importance of a balanced diet and healthy lifestyles. They learn how to keep themselves safe and know where to seek help if they have concerns. Leaders regularly review and adapt the PSHE curriculum, ensuring that pupils continue to develop an increasingly secure understanding of respect, inclusion and positive relationships. Pupils benefit from effective pastoral support. Staff know pupils well and provide timely and sensitive help when needed.

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

Pupils are proud and happy ambassadors of this inclusive and welcoming school. They feel valued, respected, and motivated. Staff have caring relationships with pupils. This helps pupils to feel safe. Pupils know who to approach in school should they have any worries or concerns. Pupils’ positive attitudes towards their education are reflected in their high rates of attendance. A large proportion of parents and carers praise the efforts staff make to help their children and families.

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

Pupils speak enthusiastically about the subjects they study and their wider experiences. Classrooms are hives of activity. Pupils approach learning with enthusiasm and determination. Staff promptly identify and overcome any barriers to pupils’ learning. Pupils achieve well from their starting points including pupils with special educational needs and/or disabilities, those who are disadvantaged and pupils who attend the specialist resource provisions. Pupils leave school ready for their next stage of their education.

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

Pupils embody the 'Westwood Way' thoughtfully. They recognise how the school’s values of ’kindness, honesty and hard work’ support their success. Pupils show high levels of mutual respect and consideration towards each other and staff. They understand that difference is something to celebrate and embrace. This prepares them well for life in modern Britain.

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

Behaviour is calm. Pupils play cooperatively and include others so playtimes feel active and joyful. Routines at the beginning of the day are well established and pupils settle quickly into classrooms. They participate in a wide variety of trips and visits which help bring their learning to life.

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

Pupils pursue their interests and hobbies in clubs such as British Sign Language, choir and skipping. They revel in their leadership roles which help them develop confidence and responsibility.

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Next steps

Leaders should ensure that teachers check and build pupils' understanding effectively so that pupils apply their knowledge and skills with greater confidence and learn as well as they could. Leaders should embed a consistent approach to the teaching of spelling and handwriting so that pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, develop greater fluency and accuracy in their written work.

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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, senior leaders, teachers and support staff. They also spoke with governors, including the chair of governors, the school improvement partner and the head of the virtual school.

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Team inspectors:

Nic Browne, Ofsted Inspector Phil Sherwood, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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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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School capacity

The chair of the board of governors in this school is Mike Starnes.

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School capacity

The inspectors confirmed the following information about the school:

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School capacity

The school includes specially resourced provision: the complex needs resource unit which can accommodate up to 12 pupils, and the hearing resource base which can accommodate up to 10 pupils.

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School capacity

The school does not use any alternative provision.

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School capacity

The school runs a breakfast and after-school club which is managed by an external provider.

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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 6 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 needs support 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

2024/25 (final) 58% 62% Close to average

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average

2023/24 (final) 56% 61% Close to average

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average

2022/23 (final) 58% 60% 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

2023/24 (final) 80% 74% Close to average

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average

2022/23 (final) 75% 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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average

2024/25 (final) 75% 72% Close to average

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average

2023/24 (final) 73% 72% Close to average

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average

2022/23 (final) 72% 71% 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) 74% 74% Close to average

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average

2023/24 (final) 66% 73% Close to average

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average

2022/23 (final) 80% 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

2024/25 (final) 55% 47% Close to average

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average

2022/23 (final) 33% 44% 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

2024/25 (final) 64% 63% Close to average

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average

2023/24 (final) 54% 62% Close to average

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average

2022/23 (final) 58% 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

2024/25 (final) 64% 61% Close to average

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average

2022/23 (final) 58% 59% Close to average

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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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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) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 5.3% 5.5% Close to average

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national average

2022/23 (3 term) 5.5% 5.9% 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) 11.4% 13.0% Close to average

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national average

2023/24 (3 term) 13.7% 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. 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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