Upton Westlea Primary School, located in Upton-by-Chester, underwent an inspection on June 27 and 28, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas of strength and areas needing development identified. The quality of education was also rated as requiring improvement, while behaviour and attitudes, personal development, and early years provision were rated as good.
The school fosters a warm and caring environment where pupils feel safe and supported. Students express that they have staff to turn to when they have concerns, and parents appreciate the efforts made by school leaders to understand and meet their children's needs. The school is particularly attentive to the integration of new pupils and their families, ensuring they are welcomed and supported.
Pupils demonstrate politeness and respect for others, and they enjoy their lessons, showing a desire to succeed. They appreciate the opportunities to collaborate with their parents in school activities. The school has established a culture where pupils can rebuild relationships after conflicts, and incidents of bullying are addressed promptly and effectively.
While leaders have high aspirations for pupil learning, there are notable gaps in knowledge across various subjects, which affects the overall learning experience. Pupils are eager to contribute to improving their school environment and take pride in their roles within the school community.
Leaders are ambitious about enhancing the curriculum, focusing on subjects like English, mathematics, and early years education. They have provided training to improve teachers' subject knowledge, particularly in reading and mathematics. New curriculums in phonics and mathematics are in place to support teachers in enhancing pupil learning. However, in other subjects, improvements are still in the early stages, and there is a need for clearer definitions of what knowledge should be taught and when.
Reading is a priority, starting in the early years, where children are exposed to stories and a variety of books. Despite improvements in reading accuracy due to a new early reading programme, there are concerns regarding the alignment of home reading books with the phonics taught in class, which can hinder pupils' reading practice.
The school effectively identifies the needs of pupils with special educational needs and disabilities as early as possible, ensuring they receive appropriate support. This allows these pupils to access the same curriculum as their peers. The provision for pupils with autism is tailored to meet their specific needs, enabling their participation in school life.
Children in the early years settle quickly, benefiting from clear routines that promote safe and purposeful play. Staff support the development of vocabulary and play skills, preparing children for the transition to Year 1. The school environment is calm and orderly, with minimal disruption to learning.
Leaders promote personal, social, and health education effectively, and pupils demonstrate an understanding of health and fitness. They learn about diverse cultures and beliefs, fostering respect for differences. Governors are committed to the school and understand its strengths and areas for improvement.
Staff feel supported and appreciate the professional development opportunities provided. The arrangements for safeguarding are effective, with a strong culture of safeguarding established within the school. Staff are well-trained to identify and address potential risks to pupils.
To improve, the school needs to ensure that in all subjects, leaders clearly define the key knowledge to be taught and the sequence of instruction. Teachers should be equipped to provide appropriate work that enables pupils to learn effectively. Additionally, it is essential to ensure that reading materials align with the phonics knowledge pupils acquire in class.
