Westfields Junior School


Name Westfields Junior School
Website http://www.westfields-jun.hants.sch.uk
Inspections
Ofsted Inspections
Address School Lane, Yateley, GU46 6NN
Phone Number 01252408218
Type Primary
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 371 (50.9% boys 49.1% girls)
Number of Pupils per Teacher 26.4
Local Authority Hampshire
Percentage Free School Meals 7%
Percentage English is Not First Language 2.4%
Persistent Absence 4%
Pupils with SEN Support 11.1%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about the school

The school is of larger than average size and serves a residential area.

Most pupils are of White British heritage. The proportion of pupils known to be eligible for free school meals is below average. The proportion with special educational needs and/or disabilities is average.

In most cases these pupils have moderate learning or behavioural difficulties but a few have specific disabilities such as hearing impairment. The school shares a large site with an infant school and a secondary school. While there is no other educational or childcare provision managed by the governing body, use of the playing fields and some other facilities on the site is shared by the three schools.

During the inspection almost all Year 6 pupils were taking part in a residential experience in another part of the country, supervised by a significant proportion of the staff and the governing body. The school holds a number of awards including the Basic Skills Quality Mark, Activemark and information and communication technology (ICT)Mark and recently gained the Parents in Partnership Gold Award..

Main findings

This is an outstanding school. Pupils make excellent progress in their work and, on leaving Year 6, their attainment in English and mathematics is high. The school continually monitors the progress of all pupils, and rapidly and successfully puts in place strategies to remedy any slow progress.

Progress in English is especially good, with almost all pupils meeting or exceeding their demanding targets. As a result, for example, the large majority of pupils in Year 6 in 2011 with special educational needs and/or disabilities attained at least the national expectation in their English and mathematics tests. Other groups of pupils such as those of minority ethnic heritage made equally outstanding progress.

Pupils and their parents and carers agree that they are safe in school, because arrangements to keep them so are excellent. For example, arrangements to ensure pupils’ safety in the shared playing areas are kept under continual review. Pupils’ attendance is high and the skills they will need in later life are developed with outstandingly good effect.

They have access to a very wide range of resources to develop their skills of using information and communication technology (ICT) and a group of pupils recently made a presentation at a national conference concerning the use of ICT in schools. This was one example of their outstanding contribution to the community. Excellent teaching lies at the heart of pupils’ outstanding achievement.

Teachers have high expectations of pupils and use assessment very skilfully to identify progress and rapidly move pupils on to the next stage of learning. Marking is used particularly well, with helpful comments enabling pupils to improve their work. Pupils are polite and friendly and their behaviour around the school and at play is consistently good.

The inspection took place very early in the school year and in a few of the larger classes teachers had not yet fully established boundaries with the pupils. As a result, occasionally learning slowed when a few pupils did not respond quickly to teachers’ instructions. Pupils benefit from an exciting range of subjects and activities, with effective specialist teaching in some including music, French and physical education.

Many additional activities are provided in areas including sport, music, drama and environmental care. The use of ICT enables pupils to communicate with pupils in other parts of the United Kingdom and the world, but their opportunities to meet and talk directly with people of different faiths and cultural backgrounds are limited. The care, support and guidance for pupils are outstanding and the school has recently focused on providing comprehensive support for those whose circumstances may make them vulnerable, and for their parents and carers.

The latter appreciate the level of support which enables their children to make outstanding progress and is rightly contributing to the increasing popularity of the school. The school has an outstanding capacity for further improvement. The governing body provides the school’s leaders with exceptionally effective challenge and support.

As a result, the school has improved pupils’ performance in a number of key areas since the last inspection, and raised the quality of care and some of the personal development outcomes for pupils to ‘outstanding’. The headteacher’s commitment and drive have ensured that her senior leadership team successfully creates a strong sense of ambition and purpose across the school. Leaders at different levels have an accurate view of the school’s effectiveness and all contribute to the school’s development plan, informed by a thorough analysis of the performance of different groups.

There is no sense of complacency and leaders are dedicated to striving for excellence at all times. Senior leaders rightly take pride in the way staff are developed and nurtured and morale is very high. Several awards for excellence such as the Basic Skills Quality Mark, Activemark and the ICT Mark have been renewed on several occasions, showing the consistency of quality in the school’s work.