Westlea Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Winslow Crescent
Westlea Estate
Seaham
SR7 8JU
01915813658
Pupils
276
Ages
3 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(12/10/17)
Full Report - All Reports
54%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have worked very effectively to maintain a culture of mutual respect, high expectations and hard work at the school. Your school is characterised by the happiness and eagerness with which pupils and staff engage with each other and their learning. You know your community, your staff and your pupils very well and you use this knowledge to ensure continued improvement. You have established a team of senior staff who are well placed, under your guidance, to foster further improvement at the school. Staff morale is high. Overall, as a learning community, you are united in your desire to remove barriers to pupils’ learning so that they can thrive and reach their potential. Your governors also know the school and its community well. They are ambitious for the school and know where there needs to be further improvement. However, the governing body has only recently come up to full complement and there is some variation and uncertainty in roles and responsibilities. Governors are fully aware of this and are working with you and the local authority to sharpen their focus further so that they are better able to use their increasingly detailed knowledge and expertise to support and challenge you and other senior leaders. Pupils at Westlea Primary love their school. They thrive on the teaching, care and challenge that they receive. They know that they can absolutely rely on adults at the school to stimulate and encourage them to learn and keep them safe. They also welcome the opportunities the school gives them to take on responsibilities such as those of playground buddies, trolley monitors, school councillors, librarians and assembly sound technicians. They study a wide range of subjects in the curriculum, including religious education. This curriculum is supported by a very wide range of extra-curricular activities, including music, which many pupils take up. For example, I watched a rehearsal of the school’s 30-strong brass ensemble. At the end of the piece, the conductor from the Durham County music service asked if anyone had any questions. After a short pause, one pupil was heard to exclaim, ‘That was epic!’ The burst of happy laughter that followed suggested that all agreed. Parents and carers are very complimentary about the school. The parents with whom I spoke at the start and end of the school day were very positive about the high-quality teaching and communications at the school. They said that you and your staff were accessible and very ready to address any issues they may have. They also said that they acknowledged and welcomed the ways in which the school offered them opportunities to see their children’s work and success in school. The school’s previous inspection in October 2012 identified the need to share good practice among staff so that the quality of teaching overall improved. This was particularly the case with the quality of staff’s questioning of pupils and their work. You and your team have addressed this aspect of teaching effectively. I saw evidence of staff, both teachers and assistants, challenging pupils to extend and deepen their learning through persistent, well-focused questioning. I also saw evidence of the very positive environment of learning and enquiry in which this questioning took place; an environment in which it is all right to make a mistake and learn from it. For example, I saw a small group of pupils working with a teaching assistant on a particularly knotty mathematical problem. In response to a pupil’s answer, she asked, ‘Why do you think that is wrong?’ The pupil was not taken aback by this, but pressed on to find the answer. This move from asking mundane ‘what’ questions to more testing and trying questions of ‘why’ and ‘how’ is very much in evidence in your school. It is the result of conscious and careful work and training by you and other leaders. It is leading to better outcomes and pleasure in learning for your pupils. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. You have created and maintain a strong and pervasive culture of safeguarding at the school. You, all the staff at the school and the governing body take safeguarding responsibilities very seriously. You ensure that there is regular and effective training for all staff and governors to ensure that they are up to date in their knowledge and understanding of safeguarding. You, as the designated safeguarding lead, have strong and effective links with the relevant outside agencies. You record your dealings with these agencies in a detailed and meticulous manner. You follow safeguarding issues through effectively and engage with the local authority promptly.

Westlea Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

03000 265896

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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