Westfield Primary School

Westfield Primary School

Address: Chester Road, Bedford, Bedfordshire, MK40 4HW Unique reference number (URN): 109666

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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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Personal development and wellbeing Strong standard

Leaders place a high priority on pupils’ personal development and wellbeing. They know their community well. They plan opportunities around pupils’ needs and experiences. They work closely with parents and carers and local faith leaders. This helps leaders provide experiences that mean pupils learn more about the wider community. Pupils have ambitious goals for the future. They understand that they need to work hard if they are to achieve their ambitions.

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Personal development and wellbeing Strong standard

Pupils show kindness and empathy. They understand that people have different needs. For example, pupils explain that some disabilities, such as autism, affect people in different ways. They understand why some pupils need adjustments and accept these differences readily. Through assemblies, lessons and daily routines, pupils learn about values. The ‘thought for the day’ encourages pupils to reflect on their actions and consider the impact of their decisions. This helps pupils develop responsibility.

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Personal development and wellbeing Strong standard

Pupils develop a strong understanding of life in modern Britain. They learn about democracy through first-hand experiences. For example, they contribute ideas about school decisions. They learn to understand fundamental British values. Pupils express their own opinions with confidence. They also respect the views of others. They also demonstrate a secure understanding of relationships, health and personal safety.

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Personal development and wellbeing Strong standard

Pupils take responsibility seriously. For example, 'Eco Councillors' take responsibility for some aspects of the school environment. School councillors represent the views of their peers. These opportunities help pupils contribute to their community.

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Personal development and wellbeing Strong standard

Leaders broaden pupils’ experiences through visits and clubs. Leaders remove financial obstacles so that all pupils can participate. Staff monitor participation carefully. They make sure pupils join activities. These benefit disadvantaged pupils and pupils with special educational needs and/or disabilities particularly well. For example, some pupils progressed from funded hockey sessions to membership of a local team.

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Personal development and wellbeing Strong standard

Sport plays an important role in school life. Leaders recognise that some pupils have limited access to outdoor space. They therefore provide many opportunities to participate. Pupils learn teamwork and resilience. They develop important skills for life.

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Personal development and wellbeing Strong standard

Leaders identify pupils who need additional pastoral support quickly. They provide counselling and tailored emotional support when required. Typically, pupils leave as thoughtful, responsible young people who are well prepared for the next stage of their education and for life in their community.

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Achievement Expected standard

Typically pupils achieve well from their starting points from when they join the school. Some pupils join the school partway through the year. Leaders identify any gaps in knowledge for these pupils and ensure that the teaching and support they receive help them make notable gains in their understanding. Pupils who join the school speaking little or no English receive effective support. Generally, this helps them to progress well from when they join the school. Pupils who have been at the school for all or most of their education typically achieve well.

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Achievement Expected standard

Discussions with pupils and evidence from books show that most remember important learning over time. This includes those pupils with special educational needs and/or disabilities. Some who have larger gaps, or who are newer to speaking English, take longer to secure the basics.

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Achievement Expected standard

For some pupils, staff do not address misconceptions in some aspects of transcription quickly enough. As a result, these pupils do not produce accurate written work as consistently as they could across subjects.

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Attendance and behaviour Expected standard

Leaders manage attendance well. They review attendance information frequently. This means they spot concerns about pupils' attendance early. Leaders work closely with families and respond quickly when attendance falls. Leaders adapt their approach for pupils who face difficulties that affect attendance. For example, staff adjust morning arrangements for some pupils who find separation from their families difficult. These actions help pupils settle into school and attend more often. Leaders also challenge unnecessary absence firmly. They follow national guidance precisely. Attendance remains slightly below national figures. However, it has improved over time. Persistent absence has fallen and is typically in line with the national figure.

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Attendance and behaviour Expected standard

Leaders create a positive culture that supports pupils to behave well. Staff share high expectations. Additionally, they model respectful conduct every day. Pupils understand the rules and follow routines very well. This starts in the early years, where children manage their behaviour very well. Across the school, pupils behave well. In the morning, they settle quickly. They listen carefully and follow instructions quickly. When minor issues arise, staff deal with them promptly. Pupils respond well. Leaders review behaviour information regularly so they can identify concerns early. Bullying rarely happens. Staff deal with any serious behaviour incidents effectively. Pupils trust adults to help them resolve disagreements. Staff also make suitable adjustments for pupils who need extra support with behaviour.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and how well it is taught. They use this information to make improvements. Recent changes in approaches in teaching writing across the school and teaching mathematics in the early years, have increased opportunities for pupils to talk about their learning. This helps pupils explain their thinking and develop vocabulary. Leaders need to continue to embed these so that all staff use all elements of the new approaches.

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Curriculum and teaching Expected standard

Leaders have planned the curriculum carefully. Knowledge and skills build in a logical order through year groups. Teachers explain new knowledge in a way pupils can understand. They also connect it to what pupils already know. This means pupils develop secure knowledge over time. Leaders ensure that pupils develop the basics they need in communication, reading, writing and mathematics. Where gaps are identified, targeted teaching is provided, so that most pupils can keep up with their peers. The school gives a high priority to early reading. Staff teach reading through phonics. This helps pupils read unfamiliar words. Over time, pupils learn to read confidently and fluently.

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Curriculum and teaching Expected standard

Teaching is typically effective. Teachers use questions to check pupils’ understanding. They then adapt their teaching if needed. While the effectiveness of teaching writing has improved, there are still inconsistencies in how well some pupils develop aspects of writing, which leaders are continuing to address.

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Curriculum and teaching Expected standard

Teaching is typically effective. Teachers use questions effectively to check pupils’ understanding. They then adapt their teaching if needed. Where there is some variation in teaching in writing and mathematics, leaders provide appropriate guidance for staff. They identify strengths and areas for development and provide targeted support where needed. This helps teachers develop their skills and improve consistency across classes.

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Early years Expected standard

Leaders have an accurate understanding of the quality of education and care in the early years. They have designed a curriculum that sets out what children will learn at each stage. Additionally, they identify the knowledge and skills children need for future learning.

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Early years Expected standard

Staff know children well. They use information about starting points to plan learning. Staff identify gaps in knowledge. Effective teaching addresses these gaps quickly. This includes pupils with special educational needs and/or disabilities. As a result, children build the knowledge and skills required for the next stage of education.

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Early years Expected standard

Adults explain new learning clearly. They check children's understanding throughout activities. Staff adapt learning when required. They model language accurately. Adults encourage children to speak in full sentences. Children learn new vocabulary throughout the day.

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Early years Expected standard

In Reception, staff teach phonics effectively. Children apply their phonics knowledge to reading and writing with increasing confidence. Many write simple sentences independently using capital letters and full stops. Additionally, children engage fully in learning activities because staff design them carefully to capture interest while developing important knowledge and skills. For example, in the restaurant role-play area, children write menus, take orders from their peers and record customers' choices. These activities develop early writing, communication skills and vocabulary in meaningful contexts.

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Early years Expected standard

Across the early years, positive relationships help children settle quickly. Well-established routines by staff, provide clear expectations. Children behave well. They work cooperatively. They take turns. Staff support children's personal, social and emotional development particularly well.

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Inclusion Expected standard

Leaders identify the needs of pupils with special educational needs and/or disabilities accurately. They review pupils' learning and check their well-being. They meet with parents and carers and teachers to discuss any changes in pupils' circumstances or development. Leaders respond promptly when concerns arise. Typically, this helps pupils receive the right help at the right time.

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Inclusion Expected standard

Leaders maintain effective oversight of pupils who require additional help. Staff know pupils well. They use their knowledge of pupils to identify emerging needs at an early stage. Leaders monitor the impact of any targeted strategies. They review pupils’ needs regularly. They change any agreed strategies when pupils' circumstances change. As a result, leaders ensure that pupils only receive help that closely matches their individual contexts and needs.

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Inclusion Expected standard

Leaders understand the barriers to learning and/or wellbeing of disadvantaged pupils and vulnerable pupils well. They use extra funding precisely. For example, they may provide targeted tuition, to help catch up with their peers. They provide, pastoral help where needed. This helps pupils engage more positively in lessons and learn successfully.

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Inclusion Expected standard

Leaders also meet the needs of pupils who are new to speaking English. They use visual resources and strategies to develop their vocabulary. This enables pupils to access the curriculum successfully and communicate with increasing confidence.

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Leadership and governance Expected standard

Leaders know the school well. They use information from a range of evidence to understand what works well and what could be even better. They review pupils’ achievement, attendance and wider experiences carefully. They use this information to identify priorities and guide the school’s work. As a result, leaders focus on the areas that matter most for pupils.

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Leadership and governance Expected standard

The school has experienced change. Leaders have overseen the move from being a middle school to a primary school. They have introduced new approaches in mathematics, writing and oracy. Leaders can demonstrate pupils making progress through curriculum areas, despite the challenges created by lower numbers and pupils joining during the school year.

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Leadership and governance Expected standard

Leaders provide staff training that links closely to school priorities. Staff work together regularly and share ideas. Leaders also seek support from beyond the school. For example, the school works with the Maths Hub and other local schools. These partnerships help staff develop their expertise and improve teaching. Staff value the support they receive from leaders. Leaders consider workload carefully and take steps to support staff wellbeing.

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Leadership and governance Expected standard

Leaders know pupils and families well. They work collaboratively so that pupils receive the support they need. Parents and carers speak positively about the school. They praise leaders’ communication and the care shown by staff. Leaders also work closely with local faith leaders and community groups. These relationships help pupils feel part of their community.

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Leadership and governance Expected standard

Governors understand the school’s strengths and priorities. They provide appropriate challenge and support. They fulfil their statutory duties and hold leaders to account for the quality of the school’s work.

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

Pupils are proud of their school. They enjoy being part of a school that sits at the heart of the local community. Staff work closely with local faith groups to support pupils and their families. As a result, pupils build positive relationships with staff and feel valued. Pupils attend happily. Many attend regularly. Before, during and after school, pupils take part in a range of enjoyable activities. Many develop a love of sport. Others explore interests such as art or music. These opportunities help pupils stay healthy, build confidence and thrive.

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

Pupils are ambitious for their future. They enjoy learning and want to do well. Many achieve well from their different starting points. Some pupils join the school at unusual times during the school year. Staff and pupils welcome new arrivals warmly. Staff get to know pupils quickly. They help them catch up on missed learning or develop their English skills. Consequently, pupils are prepared well for the next stage of their education.

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

Pupils behave well. Clear routines help them know what to do throughout the school day. Even the youngest children follow these routines very well. In Reception classes, children share, take turns and play well together. They form friendships. They are well-prepared for Year 1. Across the school, pupils work hard in lessons and do their best. They show positive attitudes towards learning. Bullying rarely happens. Pupils trust staff to deal with any incidents quickly and effectively. As a result, pupils feel safe in school.

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

Pupils welcome visitors warmly. They show good manners and often ask visitors how their day is going. Older pupils take their responsibilities seriously. They readily support younger pupils and act as positive role models. Many pupils take on extra responsibilities. Some are members of the school council. Others grow and look after plants and flowers. Pupils take pride in these roles. They contribute positively to school life.

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Next steps

Leaders should ensure that staff promptly address misconceptions in transcription for the pupils who need this, so that they write clearly and accurately across subjects.

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About this inspection

The Chair of the board of governors in this school is Ann Parish

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Team inspectors:

Karen Stanton, Ofsted Inspector Michele Geddes, 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 30 June 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

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

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School capacity

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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School capacity

Inspectors spoke with the headteacher, assistant headteachers, teachers, pupils and some parents and carers during the inspection. They also spoke to representatives from the governing body, including the chair of governors.

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School capacity

The inspectors confirmed the following information about the school: The school does not currently make use of any alternative provision.

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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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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

2022/23 (final) 55% 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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national average

2022/23 (final) 73% 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) 68% 72% Close to average

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average

2022/23 (final) 67% 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

2023/24 (final) 76% 73% Close to average

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average

2022/23 (final) 79% 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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average

2023/24 (final) 63% 58% Close to average

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national average

2022/23 (final) 57% 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) 50% 61% Close to average

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average

2023/24 (final) 50% 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) 5.8% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 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) 13.5% 13.0% Close to average

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national average

2023/24 (3 term) 15.8% 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

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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