Westwood College, located in Leek, Staffordshire, underwent an inspection on May 21 and 22, 2024, resulting in an overall effectiveness rating of Requires Improvement. The school, which is part of the Talentum Learning Trust, is led by headteacher Matthew Taylor and serves students aged 13 to 18. The inspection highlighted several areas of concern, particularly in the quality of education, behavior and attitudes, personal development, and leadership and management, all of which were rated as Requires Improvement. However, the sixth-form provision received a Good rating.
The school promotes values of respect, resilience, ambition, and pride, which students believe contribute positively to their development. While there is a purposeful atmosphere, and many students behave sensibly during lessons and unstructured times, there are instances of unacceptable behavior that staff address promptly. Students report feeling happy and safe, with strong relationships fostering a supportive environment. The school emphasizes personal development, with sixth-form students mentoring younger pupils and a diverse extracurricular program that includes sports, arts, and the Duke of Edinburgh’s Award Scheme.
Significant changes in leadership have occurred since the last inspection, including a new headteacher and shifts in other leadership roles. The school has made efforts to design an ambitious curriculum for all students, including those with special educational needs and disabilities. While new policies have led to some improvements in teaching and learning, these have not yet translated into consistently better outcomes for students by the end of key stage four. Some teachers effectively use assessments to gauge student understanding, but there are frequent instances where understanding is not checked thoroughly, leading to gaps in knowledge that hinder progress.
The school identifies students with special educational needs quickly and provides some support, but not all students receive the effective assistance they require. Many teachers adapt their teaching based on the needs of these students, but there are still gaps in support for some. The school is beginning to develop strategies for weaker readers, but these initiatives are in the early stages. Attendance remains a significant issue, with many students missing school unnecessarily, which impacts their learning and achievement. The school recognizes the urgency of engaging with students and parents to improve attendance.
The personal, social, health, and economic curriculum is well-planned, covering essential topics such as healthy relationships and online safety. The school is also working to enhance students' understanding of spiritual and cultural diversity, although this is still developing. A comprehensive careers program is in place, and students engage enthusiastically with it.
The school has not effectively evaluated the impact of its improvement actions, particularly regarding the progress of disadvantaged students and attendance issues. However, governors and trustees are aware of the importance of safeguarding and well-being. The school has implemented a professional development program for staff, considering their workload and seeking input on policy changes.
The safeguarding arrangements are deemed effective, ensuring a safe environment for students. To improve, the school must ensure that teachers consistently check student understanding and adapt their teaching to address knowledge gaps. Additionally, it should work closely with parents and external agencies to improve attendance and provide sufficient support for students with special educational needs to enhance their progress across the curriculum.
