Westfield Primary School, located in Wombourne, Wolverhampton, underwent an inspection on June 11 and 12, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas of education quality, leadership, and management also marked as needing enhancement. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision.
Pupils at Westfield Primary School express happiness and pride in being part of a welcoming and caring environment. The school fosters a calm and orderly atmosphere, where students of all ages interact positively during playtime and lunchtime. Older students take on responsibilities as 'playground buddies,' ensuring that younger peers have companionship and support. Additionally, initiatives like the 'chill zone helpers' promote mindfulness and relaxation among students.
The school offers a variety of educational experiences and extracurricular activities, catering for diverse interests. Pupils, including those with special educational needs and disabilities, participate in numerous clubs ranging from sports to music and science. The school also engages with the local community, including care homes, where students participate in activities that foster intergenerational connections and environmental stewardship.
Despite these positive aspects, the academic progress of pupils is not as strong as it could be. Many students struggle to retain key information, and the work assigned does not always align with their individual needs. This is particularly evident for pupils with special educational needs, who do not receive adequate support. The school has made strides in developing a curriculum that outlines learning objectives, but the implementation lacks consistency, leading to gaps in knowledge retention and application.
The leadership team is on a journey of improvement, but the lack of strategic oversight has hindered progress since the last inspection. Some weaknesses in educational quality have persisted without adequate attention. While staff regularly assess pupils' understanding, there is a need for more tailored support for those who excel, as well as for those who require additional help. The school must ensure that all pupils receive appropriately challenging work to deepen their understanding and achieve higher standards.
The identification and assessment of pupils with special educational needs often take too long, resulting in delays in receiving necessary support. Once assessed, the review of their support plans is not timely enough, which can leave some needs unmet. The school must prioritize timely identification and intervention for these pupils to ensure their educational needs are met effectively.
In the early years, children are introduced to foundational reading skills, which are built upon in subsequent years. Most pupils achieve expected standards in reading by the end of Year 1, with additional support provided for those who struggle. The school maintains high expectations for behavior, and pupils generally meet these expectations, receiving guidance when necessary to improve.
Personal, social, and health education is integrated into the curriculum from an early age, addressing safety and risk management. The curriculum is responsive to local issues, promoting awareness and vigilance among pupils. However, governors have not sufficiently equipped themselves to hold school leaders accountable for educational quality, which has slowed the school's progress.
The safeguarding arrangements at Westfield Primary School are effective, ensuring a safe environment for all pupils. To improve, the school must focus on enhancing the strategic oversight of its educational practices, ensuring timely support for pupils with special educational needs, and tailoring the curriculum to meet the diverse needs of all students. By addressing these areas, Westfield Primary School can work towards achieving a higher standard of education for its pupils.
