Upton Westlea Primary School received a mixed report in its latest Ofsted inspection.

The inspection, which took place at the start of this year, highlighted four areas as needing attention: achievement, curriculum and teaching, early years, and leadership and governance.

Three areas were marked as meeting the expected standard, including attendance and behaviour, inclusion, and personal development and wellbeing. 

While attendance was described as "in line with national averages and sometimes better", behaviour across the school was noted as "calm and orderly," with leaders setting "clear expectations and routines" and fostering positive attitudes to learning.

Stating that "bullying is not tolerated", the report adds: "Any disruption is addressed quickly. This means learning typically continues without interruption. Leaders monitor behaviour and provide support when needed."

The inspection found that leaders have created a supportive and inclusive environment where pupils' individual needs - especially those of disadvantaged pupils, vulnerable students, and children with special educational needs or disabilities - are identified early and addressed promptly. 

Staff provide "varied opportunities both in lessons and beyond," helping pupils "develop a secure, age-appropriate understanding of the values of modern Britain" and learn to treat others with consideration.

Pupils also take on leadership roles, such as deciding which charities the school supports and how fundraising activities are organised, alongside benefitting from programmes such as residential visits.

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However, the report states that pupils "do not achieve as well as they should in writing". End of year outcomes for year six pupils are significantly below national expectations, with children not fully prepared for secondary school.

In contrast, outcomes in reading, mathematics, and phonics are in line with national averages, with disadvantaged pupils and those with special educational needs achieving well.

Weaknesses in the writing curriculum were also highlighted, with pupils lacking "secure foundations" and limited opportunities to practise these skills before writing at length.

The early years curriculum was found to be "not as effective as it should be," with inconsistent sequencing across learning areas leaving some children underprepared for year one. Language skills, in particular, are not fully developed, affecting progress in other subjects.

However, children with special educational needs access the same opportunities as their peers, follow routines and settle quickly.

Leaders' inconsistent oversight of the curriculum and teaching quality also limits some pupils' progress. Where they have focused their efforts, pupils do well, and governors ensure additional funding supports disadvantaged pupils and those with special educational needs.

Staff receive training and support, while parents appreciate regular updates on pupils' progress.

Pupils say they are "proud to belong to this welcoming school" and feel "known and well cared for".

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They "feel safe and supported" and enjoy "making a meaningful contribution to their school and wider community," benefiting from clubs, visits, and opportunities that "inspire curiosity and spark ambition for future careers."

You can find the full report here.