Westbourne Primary School, located in Westbourne, Hampshire, underwent an inspection on March 28 and 29, 2023. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education, behavior and attitudes, and leadership and management. However, personal development and early years provision were rated as good. The previous inspection in November 2017 had rated the school as good.
Pupils at Westbourne Primary School express happiness in their inclusive and caring environment. They actively engage in leadership opportunities, contributing positively to school life through initiatives like the school council, which collaborates with staff to implement changes. Pupils take pride in improvements made to their playground as a result of their efforts. Leaders maintain high aspirations for all pupils, including those with special educational needs and/or disabilities (SEND), providing necessary support to foster success. Despite this, leaders acknowledge that not all pupils are currently receiving the education they deserve and are aware of the steps needed to enhance overall achievement.
Behavior among pupils is inconsistent. While most students play well together during breaks, instances of poor behavior in class disrupt learning. Although bullying is rare and effectively managed by staff, some pupils struggle to maintain positive relationships with peers and adults. Recent strategies introduced by leaders to promote better behavior are beginning to show positive effects.
The school has developed an ambitious curriculum, with a clear understanding of the knowledge pupils need as they progress. This curriculum is structured logically, allowing pupils to build their understanding systematically. Staff are adept at identifying and supporting pupils with SEND, ensuring they have access to the full curriculum. However, there is variability in the implementation of the curriculum, with some teachers not adhering to the intended sequence of learning, leading to gaps in pupils' understanding. In subjects like mathematics, activities do not always encourage pupils to apply their knowledge in various contexts, hindering their learning.
Subject leadership is still developing in some areas, with leaders not consistently monitoring the effectiveness of teaching or learning outcomes. Leaders recognize the need to provide subject leaders with adequate time and training to enhance their effectiveness. Reading is a priority, with various activities promoting a love for reading among pupils. The phonics program is well-structured, helping children read confidently, although recent screening results indicated room for improvement.
In the early years, children receive a strong start, learning independence and engaging in diverse activities. Staff effectively support language development, and children with SEND receive appropriate assistance. The personal development of pupils is a notable strength, with lessons on healthy lifestyles and a variety of extracurricular activities available.
Despite these strengths, behavior management requires consistency across the school. Disruptions in class can hinder learning, and teachers sometimes do not respond swiftly enough to behavioral issues. Leaders and governors have a clear vision for improvement, but governors need to enhance their understanding of their roles to hold leaders accountable effectively. The school is on a journey of improvement, with leaders and governors committed to working collaboratively to enhance the educational experience for all pupils. Safeguarding arrangements are effective, with staff trained to recognize risks and ensure pupil safety. Overall, while there are areas of strength, significant work is needed to address the identified weaknesses and ensure all pupils receive the education they deserve.
