Westcliff Primary Academy, located in Dawlish, Devon, underwent an inspection on September 24 and 25, 2024. The inspection revealed that the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision all require improvement. The school, previously rated as good, is led by headteacher Natasha Outhwaite and is part of the First Federation Trust, overseen by CEO Paul Walker and a board of trustees chaired by Alex Walmsley.
The school is described as a welcoming environment where pupils feel a sense of belonging. Positive relationships between staff and students foster an atmosphere of safety and support, encouraging pupils to express their concerns. Parents and carers often characterize the school as nurturing. However, since the last inspection, pupil achievement has not met expectations, and both the trust and new leadership are aware of the need for improvement. They are actively working on strategies to enhance educational outcomes, although many changes have yet to show significant impact on student learning.
The introduction of 'The Westcliff Way' aims to establish clear expectations for learning and behavior. While many pupils demonstrate respect and courtesy, some struggle to maintain focus during lessons, particularly when the learning does not align with their needs. The school promotes responsible citizenship through various enrichment activities, emphasizing community service and safety awareness.
The COVID-19 pandemic has adversely affected pupil learning and attendance, compounded by staffing changes and curriculum gaps. In 2023, Year 6 pupils' combined attainment in English and mathematics fell below the national average. The new leadership is committed to raising aspirations and has quickly identified areas needing improvement, with trustees actively engaging in oversight to ensure progress.
Curriculum improvements have been made, with some subjects being taught as intended. Staff are revisiting key concepts to enhance pupils' knowledge retention. However, in areas where essential content is not clearly defined or sequenced, pupils struggle to acquire the necessary knowledge for future learning, particularly in mathematics at key stage 2. The quality of written work is inconsistent, with issues in spelling, grammar, punctuation, and handwriting affecting overall writing standards.
Reading is a focal point of the curriculum, with a carefully mapped selection of books designed to inspire a love of reading. The phonics program has been strengthened, enabling early learners to grasp letter sounds effectively. Despite this, assessment practices in other subjects need refinement to ensure that pupils can recall essential knowledge.
The school has established effective systems for identifying pupils with special educational needs and disabilities, providing targeted pastoral support to help them overcome learning barriers. Attendance has improved under new leadership, but adaptations made by teachers to support diverse learning needs sometimes fall short, impacting overall learning experiences.
Some pupils exhibit limited understanding of different cultures and British values, which may hinder their readiness for life beyond school. Nevertheless, the school successfully promotes aspects of personal development, teaching strategies for mental health and facilitating career exploration through events like a careers fair.
Staff generally express positive sentiments about working at the school and support the leadership's ambition for improvement. The school is positioned to make further advancements. Safeguarding measures are deemed effective, ensuring a safe environment for all pupils. The inspection highlighted several areas for improvement, including the need for clearer identification and sequencing of knowledge in the curriculum, higher standards in written work, better adaptation of learning for diverse pupil needs, and more precise use of assessment to track pupil understanding over time.
