Westminster Church of England Primary Academy, located in Bradford, West Yorkshire, has recently undergone an inspection on 20 and 21 September 2023, resulting in an overall effectiveness rating of good. The school has made significant progress since its previous inspection, which rated it as requiring improvement. The headteacher, Simon Gallacher, leads the school, which is part of the Bradford Diocesan Academy Trust, overseen by CEO Carol Dewhurst and chaired by Theresa Mason.
The school fosters a respectful culture, emphasizing its ethos of inclusivity and belonging. Pupils feel safe and happy, responding positively to the high expectations set by staff. The school effectively integrates new pupils, ensuring they quickly acclimate to their environment. The curriculum is well-structured in many subjects, although some areas are still being refined to enhance learning outcomes. Pupils with special educational needs and disabilities receive appropriate support, and early years children settle in quickly, benefiting from staff who are developing their skills in teaching new knowledge and vocabulary.
Westminster Academy excels in providing support to parents and carers, enabling them to assist their children in learning and personal development. The school actively promotes a sense of community and belonging among pupils, who are encouraged to engage with their local area. The trust has played a crucial role in supporting the school since its inception, contributing to its overall improvement.
The school is particularly effective in teaching reading, with staff delivering phonics lessons with confidence and precision. They select activities that help pupils focus on the sounds they are learning, ensuring that those who struggle with reading receive the necessary support to become fluent readers. The curriculum is broad, with leaders breaking down knowledge into manageable steps, allowing pupils to deepen their understanding over time. However, in a few subjects, staff are less certain about what to emphasize, leading to inconsistencies in checking and building on prior knowledge.
Behaviour in the school is commendable, with positive relationships between teachers and pupils. Clear routines are established, and pupils engage well in lessons. Bullying is rare, and pupils feel comfortable reporting any concerns, knowing that staff will address them. Attendance has become a priority for leaders, and efforts to improve it are beginning to show positive results.
Pupils are exposed to a variety of experiences that broaden their understanding of the world, respecting different faiths and cultures. Educational visits enrich the curriculum, reinforcing and enhancing pupils' knowledge. The personal, social, and health education curriculum is well-structured, although some activities do not fully encourage deep thinking, leading to uneven retention of knowledge.
The early years curriculum is designed to prepare children for their next stage of education, with purposeful activities and effective teacher-led sessions. Staff are supported in developing children's vocabulary, which is yielding positive results. Trustees and governors are well-informed about the school, effectively carrying out their duties and using rigorous processes to identify strengths and areas for development. Staff feel supported and appreciate the training provided, particularly from the trust. Parents and carers express satisfaction with the school's performance and its service to their children.
The safeguarding arrangements at Westminster Academy are effective, ensuring the safety and well-being of all pupils. To further improve, the school should focus on ensuring that important knowledge is consistently emphasized and revisited across all subjects, enabling pupils to retain and understand their learning more securely.
