Westfield School Report
Scottish Literacy ReportScottish Numeracy Report
Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.
View exam results via the link below and contact the school to ask about measuring pupil progress.
The leadership team has maintained the good quality of education in the school since the last inspection. Westfield is a friendly and welcoming school. Staff greet pupils warmly at the start of the day. Pupils come in cheerfully, despite the long journeys that some have. The atmosphere in school is calm and orderly. Relationships between staff and pupils are strong. Staff are kind and supportive of the pupils and the climate in lessons and around the school is positive. Pupils willingly get on with their tasks in lessons. They behave well and respond readily to the adults who work with them. At breaktimes, pupils play happily with one another and with adults. You work closely and effectively with other leaders, governors and external partners to make sure that all aspects of the school’s work are carefully checked. Consequently, you and the governing body have a clear picture of what is working well and where further work is needed. Your self-evaluation is accurate and honest. Your plan for development is strategic and focused on important areas. It sets out your goals in the short and longer term. You track progress towards your goals regularly to make sure there is no slippage and that actions are having the desired impact. You and the staff are reflective practitioners who are open to change. You are willing to learn from others and are happy to share your expertise with them. The parents who spoke to me and my colleague at the start of the day and those who completed the online questionnaire were all highly pleased with the school. Your own questionnaire results confirm these opinions. Parents said how much their children enjoy coming to Westfield. They particularly value the way that teachers and support staff help their children to make progress in learning as well as supporting their personal and social development. ‘The teachers and staff are outstanding and they always do everything they can to help support our son and keep us informed of his progress,’ said one. The curriculum is carefully organised so that pupils learn the skills and knowledge they need through relevant topics that interest and engage them. Staff seize chances to reinforce what pupils have learned in one subject in other lessons. In a physical education lesson, for example, pupils tried hard to improve the accuracy of their throwing, with some success. They knew they had got better, because they were encouraged to count exactly how many bean bags landed in a hoop. A cooking activity helped deepen pupils’ understanding in mathematics and reading, and helped develop their fine motor skills. You have developed an effective system for planning to meet the needs of individual pupils and for assessing how much progress they make. Teachers start by considering what the pupils need to learn next. In lessons, teachers plan tasks and activities that are carefully matched to the prior learning of each pupil. Your ‘learning ladders’ make sure that all staff have a clear understanding of what pupils are working towards. Both teachers and support staff contribute to assessments. You have also worked with other special schools to make sure that teachers fully understand what small steps of progress look like. You have successfully dealt with the areas for improvement highlighted in your last inspection report. You keep detailed records of monitoring of teaching and learning. These records show that you give helpful feedback to individuals and support them in improving their practice, where needed. This has brought greater consistency to the way staff implement the school’s agreed approaches to teaching. For example, the way staff use signs and symbols to aid pupils’ communication skills has been strengthened. Pupils who have more complex needs are taught in a separate room that has been adapted to support them in their learning. They have their own outdoor space. Staff know the pupils well and understand their preferred styles of learning. For example, they make sure to give pupils plenty of time to think about what they have been asked before they are expected to respond. There are clear structures and systems that help pupils to understand routines and be ready to learn. The approach is highly personalised. Your school’s website is well organised and easy to navigate. However, not all the required information is included. The impact of spending of the primary physical education and sports funding is missing, for example. There is no link to the Department for Education’s performance tables. In addition, although there is no requirement to publish such information, we talked about the possibility of publishing a summary of what your pupils achieve, such as their entry level qualifications and vocational qualifications, on the website. This could help to share the extent of their achievements with a wider audience.
2015 GCSE RESULTSImportant information for parents
Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.
Schools can upload their full GCSE results by registering for a School Noticeboard. All school results data will be verified.
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