Westover Green Community School and Autism Centre in Bridgwater, Somerset, received a positive inspection report, highlighting its overall effectiveness as good. The inspection took place on February 15 and 16, 2022, and the school was noted for its strong commitment to pupil welfare and education. Pupils expressed that they feel safe and supported, with staff prioritizing their safety and learning. Parents also reported satisfaction with the support provided to their children.
The school emphasizes the importance of pupils' wider development, focusing on health and mental well-being. Pupils are engaged in their lessons and demonstrate a good understanding of what they have learned. They enjoy reading and participating in activities that promote citizenship, such as the 'mini police' initiative. The curriculum is designed to ensure that pupils know what they need to learn across all subjects, and teachers are well-prepared to deliver this curriculum effectively.
Leaders have made significant improvements in the curriculum, particularly in mathematics and reading, where teaching is structured to introduce new knowledge in manageable steps. This approach has led to good progress among pupils. However, some subjects are still at different stages of development, which affects consistency in learning experiences. The school is aware of these discrepancies and is actively working to address them.
Teachers are attentive to pupils' needs, providing additional support when necessary, especially in light of the learning disruptions caused by the COVID-19 pandemic. Reading is prioritized, and staff are dedicated to fostering a love for reading among pupils. While phonics instruction is generally effective, there are instances where attention to pronunciation could be improved to enhance learning outcomes.
Pupils exhibit positive attitudes towards their peers and teachers, with clear expectations for behavior established from the early years. The school has a robust approach to managing behavior, and instances of bullying are reported to be rare. Pupils feel heard and supported by staff, contributing to a positive school environment.
The personal development curriculum is well-structured, providing pupils with opportunities to learn about diversity and respect for different family structures. Most pupils with special educational needs and disabilities achieve well, receiving appropriate support to access the same curriculum as their peers. However, there is a need for closer monitoring of progress for pupils in the autism base to ensure they achieve their full potential.
Governors are knowledgeable about the school’s strengths and areas for improvement, prioritizing pupil safety and well-being. They have adapted improvement strategies in response to the pandemic, focusing on mental health initiatives. Leaders are committed to enhancing the curriculum across all subjects and ensuring that it is effectively sequenced and planned.
The safeguarding arrangements at the school are effective, with a strong culture of safety. Staff are trained to recognize and report concerns, and leaders work closely with external agencies to support pupils and families in need. Overall, while the school demonstrates many strengths, there are areas for further development, particularly in ensuring consistency across all subjects and closely monitoring the progress of pupils in the autism base. The school is on a positive trajectory, with leaders actively addressing these challenges.
