Westlea Primary School
Catchment Area, Reviews and Key Information

4 - 11
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How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
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% pupils meeting the expected standard in reading, writing and mathematics

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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)
Langstone Way
Westlea Down

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The vision of Westlea Primary School to provide ‘a successful learning environment where all children develop as happy and caring individuals with the tolerance, respect and resilience to be the best they can be’ shines through the school community. Under your leadership, the school has continued to develop and thrive. You are uncompromising in your determination to do the very best for the pupils in your school. You keep a tight focus on the quality of teaching to ensure that teaching meets the needs of pupils, especially those with special educational needs and/or disabilities and the disadvantaged. Consequently, pupils are making effective gains in their learning from low starting points. Leaders are united in their high expectations of what pupils can achieve, both academically and socially, given the additional challenges that many pupils experience. You, your staff and governors accurately identify where improvements need to be made and take the necessary actions. For example, you are fully aware that further improvements need to be made to meet the demands of the national curriculum at key stage 2, especially in writing and improving spelling, grammar and punctuation. A significant strength of the school is the quality of care, guidance and support provided for your pupils. A strong culture of staff working closely with experts, and other agencies exists to provide an all-round education, enabling even the most vulnerable pupils to thrive. Your school, while remaining a stand-alone academy, is also a member of an ‘umbrella trust’, The Link Academies Collaborative Trust (LACT), along with three other primary schools in west Swindon. You are making effective use of this partnership as a conduit for ensuring that your pupils receive the best education. Governance is strong. Governors are knowledgeable about the strengths and weaknesses of the school. Clear systems and structures are in place to enable them to carry out their roles effectively. Governors provide a good balance of challenge and support. However, school development plans need to be more precise. Leaders have not written sharply focused development plans. The impact of actions taken to improve the school is not effectively evaluated. Leaders and governors need to clearly identify who is responsible for checking the effectiveness of each development action. Development plans need to state, for each action, who will evaluate and when and how it will be done. Parents are overwhelmingly positive about the ‘all-round’ education their children receive, with the vast majority saying that they would recommend the school. Particularly, parents of pupils with special educational needs and/or disabilities spoke with delight of the high levels of support the school provides. They welcome the guidance you give, not only to their children, but also for them as parents. This helps their children to make strong progress with their learning and social skills. Safeguarding is effective. A strong culture of safeguarding pervades the school. There is a shared understanding of the need to protect pupils against all possible risks. Staff, irrespective of their role, know the pupils extremely well. They remain vigilant, keeping a close eye on every pupil, especially on those whose circumstances make them more vulnerable. All safeguarding arrangements are fit for purpose and records are detailed and accurate. Policies and procedures are kept up to date and are resolutely adhered to. For example, staff have recently been briefed on the latest guidance provided by the government. All staff are well trained in all aspects of safeguarding, including child sexual exploitation, female genital mutilation, radicalisation and extremism. This high-quality and comprehensive training enables staff to quickly spot concerns and take rapid action with confidence. By expanding the number of senior leaders who have been trained as designated safeguarding leads, you ensure that there is always someone on site to manage every safeguarding concern. You and your governors fully understand how to recruit safely so that all staff are carefully vetted prior to commencing employment. Risk assessments are thorough and regularly monitored by leaders, especially for those pupils who have special educational needs and/or disabilities. For example, fire evacuation procedures for pupils in wheelchairs are comprehensive.

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2020, ONS
01793 445 500

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.

Westlea Primary School Reviews

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