The West Park Academy

The West Park Academy

Address: Vernon Road, Kirkby-in-Ashfield, Nottingham, Nottinghamshire, NG17 8EE Unique reference number (URN): 144885

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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

Pupils achieve well from their starting points, particularly in the early years.

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Achievement Expected standard

Across the school, pupils build knowledge and skills over time. In mathematics, most pupils demonstrate secure understanding of current learning and confidently apply prior knowledge using appropriate mathematical vocabulary. In writing, pupils regularly edit and improve their work, helping them become increasingly confident and independent writers. Pupils revisit important grammatical knowledge. There is some variation in the impact of this work.

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Achievement Expected standard

Most pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, make positive progress. Staff provide effective support to help pupils keep up with their learning. Pupils generally take pride in how they present their work, although some inconsistencies remain in the quality of handwriting and early writing skills.

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Achievement Expected standard

Some pupils find it difficult to recall prior learning in depth. However, the overall picture shows that pupils generally acquire the knowledge and skills leaders intend.

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Attendance and behaviour Expected standard

Leaders use clear systems to monitor attendance and identify concerns. Leaders provide tailored help through meetings, home visits, personalised plans and referrals to external agencies when needed. Attendance remains below national figures, particularly for disadvantaged pupils and pupils with special educational needs and/or disabilities. However, leaders have improved attendance and reduced persistent absence over the last 3 years. Leaders understand the challenges that affect a small number of pupils and work persistently with families and professionals to secure better outcomes. Records show that many pupils with previously poor attendance now attend school more regularly. Leaders' work shows a clear commitment to helping every pupil attend school regularly.

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Attendance and behaviour Expected standard

Lessons are calm and purposeful, and most pupils engage positively with their learning. Staff apply the behaviour policy to ensure that pupils meet expectations of their behaviour. Pupils understand the systems that help them make good choices. Leaders promote a values-based culture and celebrate positive behaviour through rewards and regular communication with families. Leaders investigate bullying concerns thoroughly and communicate clearly with families. Leaders monitor behaviour carefully. They provide targeted support for pupils, who need additional help. Staff make appropriate adjustments for pupils with special educational needs and/or disabilities and work closely with families and external agencies to address underlying needs.

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Curriculum and teaching Expected standard

The curriculum is well sequenced and helps pupils build knowledge and skills over time across subjects. Leaders regularly review the quality of teaching and learning to ensure that pupils receive a broad and ambitious education. Reading sits at the heart of the curriculum. Pupils access a diverse range of high-quality texts. Staff teach phonics well in the early years and key stage 1. They model sounds clearly and create regular opportunities for pupils to practise and apply their phonics knowledge in both reading and writing.

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Curriculum and teaching Expected standard

Across subjects, teaching is typically effective. Teachers explain new learning clearly and use questioning and assessment well to check pupils' understanding. Leaders include many enrichment opportunities, including enterprise projects and learning linked to current events. This helps pupils connect learning across subjects.

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Curriculum and teaching Expected standard

Leaders ensure that pupils with special educational needs and/or disabilities and disadvantaged pupils access the same ambitious curriculum as their peers. Staff use a range of resources to reduce barriers to learning while maintaining high expectations. Some assessment and feedback practices are not yet fully consistent across all classes, which means opportunities to identify and address gaps in learning are sometimes missed. Consequently, achievement outcomes are stronger in some subjects and year groups than others.

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Early years Expected standard

The early years curriculum responds well to children’s starting points and helps them develop the knowledge, skills and confidence needed for future learning. Leaders identify children’s needs quickly and provide effective support through targeted programmes, specialist advice and close partnership working with parents and carers.

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Early years Expected standard

The curriculum is carefully planned around high-quality texts and builds learning step by step. Leaders ensure smooth transitions between Nursery and Reception and from Reception to Year 1.

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Early years Expected standard

Teaching is highly effective. Staff model language, reading and writing clearly and use questioning to extend children’s thinking. The teaching of phonics is a particular strength. Children learn to recognise sounds, blend sounds and decode unfamiliar words. Adults provide guidance and timely feedback, helping children improve their work and become increasingly independent.

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Early years Expected standard

Children achieve well from their starting points. Children engage enthusiastically in learning. They develop secure foundations in reading, writing and mathematics. Children with special educational needs and/or disabilities and disadvantaged children receive appropriate support and access the same ambitious curriculum as their peers.

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Early years Expected standard

Children are happy. They feel safe and are well cared for. They cooperate well, build positive relationships and develop increasing independence. As a result, they are very well prepared for the next stage of their education.

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Inclusion Expected standard

Every pupil feels valued and supported because staff know pupils well and understand their individual needs. Leaders work closely with families to identify barriers to learning, attendance and wellbeing and take effective action to reduce them. Staff identify additional needs early and provide appropriate support. Leaders have established clear processes for assessing needs, planning support and reviewing progress. Regular communication between staff and engagement with parents and carers ensure that support for pupils is effective.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) receive tailored support that helps them participate fully in school life. Staff adapt learning carefully. 'The hive' provides a number of pupils with SEND with an alternative learning space and range of specialist resources that help meet their needs. As a result, these pupils develop confidence, engage positively in learning and achieve well.

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Inclusion Expected standard

Leaders use additional funding to support disadvantaged pupils and improve access to learning and wider opportunities. Leaders track progress and participation but they do not always evaluate the impact of some strategies closely enough, identifying which approaches make the greatest difference.

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Inclusion Expected standard

Pastoral support is highly effective. Staff work closely with external agencies to secure appropriate help. Pupils who are known, or previously known, to social care receive timely support.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s strengths and areas for continued development. Leaders have embedded a broad and ambitious curriculum and remain focused on improving attendance and increasing consistency in teaching. Leaders understand the challenges faced by many pupils and families. They work collaboratively with parents and carers to ensure that pupils receive the support they need.

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Leadership and governance Expected standard

Trustees provide effective support and challenge. They know the school and community well and visit regularly to see the school’s work for themselves. Trustees understand the school’s priorities, particularly the continued focus on the importance of attendance. Trustees use information carefully to hold leaders to account and check the impact of improvement work.

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Leadership and governance Expected standard

Leaders place a heavy emphasis on staff's wellbeing. Staff describe a supportive culture, where leaders are approachable and responsive to concerns. Leaders consider workload carefully and make changes when appropriate. As a result, staff feel valued and supported in their roles.

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Leadership and governance Expected standard

Professional learning is a strength of the school. Staff benefit from high-quality training, support from trust colleagues and opportunities to develop their expertise. Leaders have introduced coaching and mentoring approaches that encourage professional growth and the sharing of effective practice. This supports both experienced staff and those at earlier stages of their careers.

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Leadership and governance Expected standard

Leaders, staff and trustees work closely with parents, external agencies and the wider community. These relationships help leaders understand and respond to pupils' needs effectively. This shared commitment creates a positive culture, where pupils are supported to succeed both academically and personally.

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Personal development and wellbeing Expected standard

Leaders have created a caring and inclusive culture, where pupils feel valued, supported and safe. Staff build positive relationships with pupils and act as role models. Pupils speak warmly about the support they receive from adults and appreciate the kindness shown by staff. Leaders respond quickly to local and national issues that may affect pupils and use these opportunities to strengthen pupils’ understanding of safety, wellbeing and responsible decision-making.

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Personal development and wellbeing Expected standard

The personal development programme helps pupils prepare for life beyond school. Pupils learn about healthy relationships, keeping safe, mental health and wellbeing and the wider society. Pupils understand how to manage their emotions and know who to speak to if they are worried. The curriculum teaches pupils about online and offline risks and helps them make safe choices. Pupils also learn about fundamental British values, including democracy, respect and the rule of law. Opportunities such as the school council help pupils experience democratic processes in practice and develop leadership skills. Pupils take part in activities that build financial awareness, responsibility and teamwork, examples include enterprise projects and fundraising initiatives.

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Personal development and wellbeing Expected standard

Leaders ensure that all pupils can access the wider opportunities the school provides. Pupils attend a range of clubs, visits and experiences that help them develop new interests and talents. These opportunities broaden pupils’ horizons and strengthen their sense of belonging. Children in the early years begin learning about different communities, cultures and faiths through celebrations, stories and visits. Older pupils continue to develop this understanding through the curriculum and wider experiences. While some pupils can recall learning about different faiths and cultures, their understanding is not always secure in depth.

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Personal development and wellbeing Expected standard

Pastoral support is a particular strength of the school. Leaders prioritise pupils’ mental health and wellbeing and provide timely support, when concerns arise.

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

Pupils belong, achieve and thrive in this caring school community. They are happy and feel safe. Pupils say staff listen to them and deal with problems quickly. Staff know pupils well and understand their individual needs. Effective support is provided for disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and those known or previously known to social care. This helps these pupils to overcome any barriers to learning and wellbeing.

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

Relationships across the school are warm and positive. Pupils describe staff as kind, supportive and approachable. These relationships help pupils feel valued and included. Pupils with SEND participate fully in school life because support is carefully adapted to meet their needs.

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

Pupils enjoy learning and engage well with the curriculum. Children in the early years develop the knowledge, skills and confidence needed for future success. Across the school, pupils build secure knowledge in reading, writing, mathematics and the wider curriculum. Many speak confidently about their learning, use subject-specific vocabulary accurately and explain their thinking clearly. Most pupils achieve well from their starting points and take pride in their work.

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

Behaviour is positive in lessons and around the school. Pupils understand expectations and follow routines. At social times, pupils play sensibly and cooperate well with others. Staff reinforce expectations, supporting pupils to make positive choices. Pupils understand bullying. They are confident that adults deal with issues fairly and effectively.

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

Pupils benefit from a range of wider opportunities. Pupils take part in clubs and trips. They are proud of their leadership roles, such as being a member of the school council. Older pupils engage in opportunities, such as the school's Year 6 enterprise project. These experiences build confidence, responsibility and a secure sense of belonging. Most pupils attend regularly, with leaders working closely with families when attendance becomes a concern.

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Next steps

Leaders should continue to strengthen attendance strategies, particularly for pupils who are persistently absent, so that attendance improves further and more pupils benefit fully from being in school. Leaders should refine assessment and feedback practices further, particularly in the wider curriculum, so that teachers identify and address gaps in pupils’ knowledge more consistently and pupils remember more over time. Leaders should strengthen the implementation and evaluation of the personal development curriculum, so that pupils develop a deeper understanding of different faiths and protected characteristics and can recall this learning more securely.

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About this inspection

This school is part of The Forge Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Jamie MacIntyre, and overseen by a board of trustees, chaired by Sue Trentini.

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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 principal, vice-principal, other leaders and staff, pupils and parents. They also spoke with representatives of the trust including the CEO.

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About this inspection

The inspectors confirmed the following information about the school:

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Team inspectors:

David Carter, His Majesty's Inspector Emma Hollis-Brown, 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 14 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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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

The school has undergone a significant change since the last inspection. A new principal has been appointed.

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What does this mean?

Principal: Sarah Baldwin 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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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) 68% 62% Close to average

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average

2022/23 (final) 59% 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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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

2022/23 (final) 76% 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) 76% 74% Close to average

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average

2022/23 (final) 76% 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) 46% 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) 55% 63% Close to average

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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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average

2024/25 (final) 60% 59% Close to average

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average

2022/23 (final) 69% 58% Close to average

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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) 60% 61% Close to average

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average

2022/23 (final) 65% 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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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) 15.7% 13.0% 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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