Westfield Academy, located in Watford, Hertfordshire, has been recognized as a good school following its inspection on December 10-11, 2019. The school is committed to fostering a positive learning environment where leaders encourage students to believe, strive, and achieve. This vision has significantly influenced students' attitudes towards their education, leading to a culture of high expectations and good behavior. Students express enjoyment in their school experience and feel safe within the school environment. They appreciate the school’s facilities, which facilitate calm movement throughout the premises, and they trust the staff to address any issues, noting that bullying is infrequent.
The relationships between staff and students are characterized by mutual respect and care, which enhances students' thoughtfulness and kindness towards one another. The teaching quality is commendable, with students valuing the support they receive from their teachers. Beyond academics, the school provides a variety of extracurricular activities, including sports, music, dance, and chess, which are well-attended. The Duke of Edinburgh’s Award program is particularly popular among older students, and initiatives like the Westfield Mile promote physical fitness and social interaction.
Leaders at Westfield Academy maintain high aspirations for all students, resulting in good attendance and progress, especially in English and science. The curriculum is broad, with most students opting for subjects that contribute to the English Baccalaureate. However, modern foreign languages have not garnered significant interest, leading to less favorable GCSE results in these subjects. Leaders are actively working to enhance the appeal of language lessons.
Subject leaders have structured the curriculum effectively, ensuring that students learn in a logical sequence. For instance, the English curriculum is well-organized, and mathematics instruction shows clear progression in difficulty, which builds students' confidence in problem-solving. Science education incorporates project-based learning to foster teamwork, while physical education focuses on skill development in chosen sports.
The school emphasizes the importance of personal development through its personal, social, health, and economic education program. However, there are areas for improvement, particularly in ensuring that all subjects contribute effectively to students' personal growth. Teachers demonstrate strong subject knowledge and high expectations, utilizing assessments to gauge understanding and adapt lessons accordingly. Despite good behavior, some lessons do not fully engage students.
Westfield Academy has established strong connections with local primary schools to facilitate smooth transitions for new students. The support for students with special educational needs and disabilities is well-implemented, ensuring they have access to the full curriculum and receive appropriate assistance.
The sixth form provision is robust, with an increasing number of Year 11 students choosing to continue their education at the school. Teachers provide guidance on examination requirements, and A-level results are on an upward trend. However, the role of sixth-form students in the broader school community could be expanded.
Teachers appreciate the measures taken by leaders to manage their workload and the training provided for effective teaching. Nonetheless, there is a desire for more subject-specific training to further enhance their expertise. The governing body has a clear understanding of the school's strengths and weaknesses, effectively monitoring leadership and contributing to improvement strategies.
The safeguarding arrangements at Westfield Academy are effective, with a strong culture of pupil protection. Leaders and staff are vigilant in ensuring student safety and are proactive in addressing any concerns. Students feel confident in seeking help from trusted adults within the school.
To enhance its offerings, the school needs to ensure that the curriculum outside of PSHE education contributes more significantly to personal development and provide sixth-form students with more opportunities to engage in school life. Additionally, while training for teachers has been effective, there is a need for more recent subject-specific training to further improve educational quality.
