Westdale Infant School
phone: 0115 9531606
headteacher: Mr Anthony Johnson
180 pupils capacity: 99% full
85 boys 47%
95 girls 53%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 460011, Northing: 343113
- GPS coordinates
- Latitude: 52.982, Longitude: -1.1076
- Accepting pupils
- 5—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 6, 2014
- Region › Const. › Ward
- East Midlands › Gedling › Porchester
- Urban > 10k - less sparse
- Free school meals %
- Westdale Junior School NG36ET (234 pupils)
- 0.1 miles Carlton Digby School NG36DS (64 pupils)
- 0.2 miles Arnold and Carlton College NG36DR
- 0.3 miles Hazel Hurst School Mapperley Ltd NG36DG (37 pupils)
- 0.4 miles Stanhope Primary and Nursery School NG44JD (235 pupils)
- 0.5 miles Mapperley Plains Primary and Nursery School NG35LD (369 pupils)
- 0.5 miles Wheldon School and Sports College NG43SH
- 0.5 miles Carlton Academy NG43SH (602 pupils)
- 0.6 miles Haddon Primary and Nursery School NG44GT (235 pupils)
- 0.6 miles The Gedling School NG44HX
- 0.6 miles Sherwood E-ACT Academy NG44HX (389 pupils)
- 0.8 miles Porchester Junior School NG41LF (163 pupils)
- 0.9 miles The Good Shepherd Catholic Primary, Arnold NG54LT
- 0.9 miles The Good Shepherd Catholic Primary, Arnold NG54LT (368 pupils)
- 1 mile Walter Halls Primary and Early Years School NG35HS (438 pupils)
- 1 mile Phoenix Infant and Nursery School NG44EL (230 pupils)
- 1 mile Elliott Durham School NG35LR
- 1 mile St Ann's Hospital School NG33AL
- 1 mile Thorneywood Education Base NG33AL
- 1 mile Hospital and Home Education PRU NG33AL
- 1.1 mile Ernehale Junior School NG56TA (242 pupils)
- 1.1 mile Arnold Woodthorpe Infant School NG54JG (181 pupils)
- 1.1 mile Ernehale Infant School NG56TA (191 pupils)
- 1.1 mile Carlton Central Junior School NG41QT (180 pupils)
Westdale Infant School
Digby Avenue, Westdale Lane, Mapperley, Nottingham, NG3 6ET
|Inspection dates||6–7 March 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils make good progress from low starting |
Standards are currently rising. Attainment in
The school is a happy place and staff show
Pupils’ spiritual, moral, social and cultural
Rigorous checks by school leaders have
points, particularly in literacy and
reading, writing and mathematics is above
exceptional care for all pupils.
development is promoted well. This helps
pupils to behave well and develop good
attitudes to learning.
helped teaching improve. It is typically good,
with some outstanding practice.
| Classroom activities interest and excite pupils |
The headteacher has created a strong team
Plans for the transfer of leadership are
The school has outstanding links with parents,
Governors have an accurate and thorough
and, in turn, promote good learning.
spirit. Staff work together well to improve
learning and raise standards.
excellent. Two headteachers work well as a
team. The deputy headteacher / headteacher
is exceptionally well prepared to take over the
sole running of the school.
who speak very highly of it.
understanding of how well the school is doing
and what needs to improve further. They play
an important role in ensuring a good education
for all pupils.
| Not enough teaching is outstanding to ensure |
Adults working in the Reception Year do not
pupils make the best possible progress.
make the most of the outdoor area to
develop children’s learning.
| Teachers do not always move more-able pupils |
The learning targets set for disabled pupils and
on to more demanding work quickly enough.
those who have special educational needs in
reading, writing and mathematics are not
specific enough to support rapid progress.
|Inspection report:||Westdale Infant School, 6–7 March 2014||2 of 10|
Information about this inspection
- Inspectors visited 15 lessons, 11 of which were seen together with the headteacher and the
- Meetings were held with the senior leadership team, governors and staff with responsibility for
Early Years Foundation Stage and for special educational needs. Inspectors spoke with a group
of pupils formally and with others informally during lesson observations and at break times.
- The inspectors looked at a wide range of school documentation including: the school’s own
evaluation of its performance and its development and improvement plan; information about
pupils’ progress and the support given to disabled pupils and those who have special educational
needs; evidence about leadership’s monitoring of teaching; and records relating to safeguarding
- A phone call discussion was held with a representative of the local authority.
- Inspectors took account of the 38 responses to the online questionnaire, Parent View.
- Staff did not complete a questionnaire but the inspectors gathered their views during the
inspection and during feedback after lesson observations.
|David Speakman, Lead inspector||Additional Inspector|
|David West||Additional Inspector|
|Inspection report:||Westdale Infant School, 6–7 March 2014||3 of 10|
Information about this school
- This is an average-sized school.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is low. The proportion supported at school action plus or with a statement
of special educational needs is average.
- The proportion of pupils eligible for the pupil premium is below average. In this school, the extra
funding supports pupils who are known to be eligible for free school meals.
- . The school is led jointly by two headteachers working as a team. One is headteacher for two
days each week, with full responsibility and accountability. She is deputy headteacher for the
remainder of the week when the other headteacher takes responsibility.
- There is a voluntary managed nursery and a privately run out-of-school club on the school site,
both of which are inspected separately.
What does the school need to do to improve further?
- Raise the quality of teaching and learning to outstanding so that all pupils make the best
possible progress by:
making sure that adults keep a close check on the learning of Reception children in the
outdoor area, asking questions and making suggestions to promote it better
moving more-able pupils on to the next steps in their learning as soon as they are ready
improving targets in reading, writing and mathematics for disabled pupils and those who have
special educational needs, so that small steps in learning can be measured and responded to
|Inspection report:||Westdale Infant School, 6–7 March 2014||4 of 10|
|The achievement of pupils||is good|
- Attainment on entry to the Reception Year in reading, writing and mathematics is below that
expected for children of this age.
- They make good progress in developing early literacy and numeracy skills. They gain very
positive attitudes to learning. Children are prepared well for their start in Year 1. In 2013, most
were working at or beyond the levels expected at the end of the Reception Year.
- More-able children read confidently. They have sufficient understanding of letters and the
sounds they make to work out how to read unfamiliar words. Those who have not yet started to
read tell a story accurately using pictures, while recognising a good number of familiar words.
- Children are making a good start in writing. They know how to form letters and how to write
simple words accurately. Children learn new sounds quickly and are soon able to write simple
words containing specific sounds. Some more-able children write sentences, explaining for
example what they like about the ‘story tent’.
- Pupils’ physical development is good. They are confident and move around the outdoor area
safely. They handle smaller equipment skilfully, for example when making patterns.
- Pupils continue their good progress through Years 1 and 2 and build well on the good foundation
laid in the Reception Year. Standards are improving and pupils are currently working at levels
higher than expected for their ages in reading, writing and mathematics.
- Teachers make interesting links between subjects. Where these links are skilfully exploited,
pupils make excellent progress. For example, in a Year 2 lesson, pupils wrote letters to the
President of South Africa, making their disapproval of rhinoceros poaching quite clear. They
worked diligently and cooperatively to make suggestions about the content of their letters.
- Pupils use their good mathematical problem-solving skills to solve different problems effectively,
while using their secure knowledge and understanding of number. Year 2 skilfully worked out
how many different ways four objects could be arranged. Year 1 worked competently with odd
and even numbers to explore pattern in number.
- Pupils build well on the good start they get in learning to read. The results in the phonics (the
sounds letters make) check in Year 1 are similar to the national percentages of pupils reaching
the expected standard. Year 1 readers use a range of strategies to read unfamiliar words and
read at levels appropriate for their age, and sometimes higher.
- The achievement of disabled pupils and those who have special educational needs is good
against their individual targets. However, a very small number do not make good progress in
reading, writing and mathematics where targets are too vague.
- Overall progress of pupils supported through pupil premium funding is good and closing the gap
in attainment between them and other pupils.
|Inspection report:||Westdale Infant School, 6–7 March 2014||5 of 10|
|The quality of teaching||is good|
- Lesson observations, the school’s information on pupils’ progress, pupils’ work books and records
of the school’s own checks on teaching confirm that teaching is good and enables pupils to make
good progress over time.
- Many areas of common strength in teaching have developed under the robust checking of
teaching by the headteachers. Good teaching is now common, and some is outstanding in Key
- In the Early Years Foundation Stage adults keep ongoing records of individual progress in
children’s learning experiences. They use this information well to ensure that children build
secure skills in reading, writing and mathematics, so that teachers in Years 1 and 2 have good
foundations to build on.
- In the Reception classes, teachers provide stimulating opportunities for children to learn through
exploring and investigating. However, in the outdoor learning area, adults do not intervene
enough to ask questions or make suggestions to guide learning and ensure children’s play is fully
effective in helping them find things out for themselves.
- Teachers respond exceptionally well to children’s comments in lessons. Pupils discuss the
intended learning and teachers take full account of their ideas. For example, in a Year 2
mathematics lesson pupils suggested different ways of solving a problem, and were encouraged
to follow their own ideas. Consequently, pupils show high levels of interest in their work and do
their very best. This is typical of the skilled way in which teachers use ideas that come from the
pupils to engage them and make learning effective.
- Marking of pupils’ work is of a consistently high quality. Comments show that achievement is
recognised and praised appropriately. Teachers are clear in indicating what pupils need to do to
improve their work.
- Teachers provide good and sometimes excellent role models for pupils. They are courteous to
pupils and to each other. They show good subject knowledge and their teaching is accurate and
explained well. Teaching assistants work well with class teachers to make an important
contribution to pupils’ progress.
- Through well-focused support, adults are effective in moving most pupils supported through
pupil premium funding on quickly in their work. The school assesses in detail the progress of
each qualifying pupil and uses the information well to tailor programmes of support. Teachers
and teaching assistants work with small groups or individual pupils to help them make good
progress. The funds are also used to support out-of-school activities and clubs for children to
ensure equality of opportunity.
- Disabled pupils and those who have special educational needs learn well through sensitive
support that is mostly focused on their specific needs. Their targets in reading, writing and
mathematics are not specific enough for adults to measure small steps in learning and adapt
help and guidance in response.
- Teachers are usually very good at using questions to make pupils think things out for
themselves. They mostly adjust questions in line with pupils’ individual ability, so they are
confident during class and group discussions. They listen carefully to pupils’ responses and
respond by adjusting the learning activities. Just occasionally, teachers do not recognise the
point at which more-able pupils are ready to work on their own a and encourage the pupils to
work things out for themselves.
|Inspection report:||Westdale Infant School, 6–7 March 2014||6 of 10|
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. This contributes well to pupils’ learning. Pupils behave well at
break times and around school. As a result, they enjoy coming to school. Parents and pupils are
confident that behaviour is good.
- Pupils of all ages have positive attitudes to learning. They are keen to do their very best and
sustain their concentration. Older pupils carry on working without the direct supervision of an
adult so class teachers and teaching assistants can work with groups of children without being
- Relationships are excellent and this is a strong feature of the school. Children learn together
well, sharing ideas and helping each other when possible. In Reception, they share equipment
and take turns. Older pupils listen to each other’s ideas respectfully.
- Attendance is average. It has improved and so far this year, pupils’ absence is low. The school
follows up absence diligently and discourages unauthorised absence.
- The school’s work to keep pupils safe and secure is good. Pupils know how they would deal with
any issues that worry them. They are adamant that any bullying that did arise would be dealt
|The leadership and management||are good|
- Staff are led well by the two headteachers, who work as an effective team. Since taking on the
role of joint headteacher, the deputy has developed strong leadership skills. The training of staff
to step seamlessly into new roles is exceptional. Leadership at all levels is good and has a
positive impact on pupils’ progress and behaviour.
- The headteachers have developed a set of values, attitudes and beliefs through which each
individual child is valued and nurtured to give them a good start to their education. The school is
very well regarded as a caring school by parents. Staff pride themselves on the excellent care
shown for all pupils, whatever their background.
- Senior leaders check carefully on teaching and the impact it has over time on pupils’ progress.
This has resulted in improved teaching. School records and inspection findings show teaching is
never less than good and some is outstanding. Targets to improve teachers’ work are
challenging and have helped improve teaching.
- The curriculum is carefully planned. There is a good emphasis on reading, writing and
mathematics so pupils make good progress in developing these skills and are prepared well for
their next school. Good links between subjects make learning meaningful and engage pupils’
interest and attention. This aspect of the curriculum is an important factor in forming pupils’
positive attitudes to learning and their good behaviour.
- Pupils have a wide range of opportunities to develop their spiritual, moral, social and cultural
skills and understanding. There are many opportunities in lessons to reflect on world issues and
to encourage spiritual curiosity. Pupils’ understanding of social and moral aspects, supported by
the school’s promotion of values, attitudes and beliefs, results in good behaviour and attitudes to
school. Pupils are fully aware of the similarities and differences in a range of cultures.
|Inspection report:||Westdale Infant School, 6–7 March 2014||7 of 10|
- Finances are managed well. Pupil premium funding is used well to provide targeted support
eligible pupils. The school has made detailed arrangements for spending the primary sports
funding to improve and widen opportunities for pupils to take part in sports activities, improve
teachers’ expertise and raise pupils’ enjoyment in and appreciation for taking part in sports. The
impact of this is good. More pupils are involved in sporting activities, which is improving their
health and well-being, and the teaching of physical education is improving.
- The local authority views the overall effectiveness of the school to be good. It provides a low
level of support but advisers check annually how the school is doing and provide guidance to
support improvement where necessary. The local authority provides training for staff, which the
school uses frequently.
- The governance of the school:
Governors deal confidently with important issues identified through their regular checking. For
example, their management of the transition arrangements for headship are enabling a
seamless hand-over so there is no interruption to the quality of leadership. They have a clear
understanding of what needs to be done to secure school improvement
Governors work well with leaders at all levels of responsibility. They have individual subject
responsibility. They regularly visit school and have a good knowledge of how well teachers are
doing through first-hand experiences and through discussion. They constantly look for ways to
improve their own effectiveness, and are currently reviewing the way in which they check the
They are knowledgeable. Their professional expertise and training give them a good
understanding of assessment data, for example. This means they know how well the school is
doing and how the achievement of pupils compares with other schools
They challenge senior leaders on school improvement. They set clear targets in managing the
performance of the headteacher and staff, making sure teachers’ pay increases link to
They make sure statutory requirements are met, including for safeguarding.
|Inspection report:||Westdale Infant School, 6–7 March 2014||8 of 10|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||Westdale Infant School, 6–7 March 2014||9 of 10|
|Unique reference number||122535|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.
|Type of school||Infant|
|Age range of pupils||4–7|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||180|
|Appropriate authority||The governing body|
|Headteachers||Anthony Johnson and Sarah Taberner|
|Date of previous school inspection||31 January–1 February 2011|
|Telephone number||0115 953 1606|
|Fax number||0115 956 8309|