School etc

Westfield School

Westfield School
Eckington Road
South Yorkshire

phone: 0114 2485221

headteacher: Mr Andrew Ireland


school holidays: via Sheffield council

1313 pupils aged 11—15y mixed gender
1350 pupils capacity: 97% full

685 boys 52%


625 girls 48%


Last updated: June 18, 2014

Secondary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
OSGB coordinates
Easting: 444029, Northing: 382597
GPS coordinates
Latitude: 53.338, Longitude: -1.3402
Accepting pupils
11—16 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 12, 2013
Region › Const. › Ward
Yorkshire and the Humber › Sheffield South East › Beighton
Urban > 10k - less sparse
Admissions policy
Main specialism
Sports (Operational)
Private Finance Initiative
Part of PFI
Investor in People
Committed IiP Status
Free school meals %
Trust school
Is supported by a Trust
Westfield Learning Community Trust
Learning provider ref #

rooms to rent in Sheffield

Schools nearby

  1. 0.5 miles Beighton Nursery and Infant School S201EG (339 pupils)
  2. 0.5 miles Waterthorpe Infant School S207JU (212 pupils)
  3. 0.5 miles Reignhead Primary School S201FD (287 pupils)
  4. 0.5 miles Emmanuel Anglican/Methodist Junior School S207JU (172 pupils)
  5. 0.5 miles Emmanuel Anglican/Methodist Junior School S207JU
  6. 0.6 miles Brook House Junior School S201EG (330 pupils)
  7. 0.6 miles Becton School S201NZ (58 pupils)
  8. 0.7 miles Shortbrook Primary School S208FB (125 pupils)
  9. 0.8 miles Halfway Nursery Infant School S203GU (201 pupils)
  10. 1.1 mile Halfway Junior School S204TA (174 pupils)
  11. 1.2 mile Rainbow Forge Primary School S124LQ (247 pupils)
  12. 1.3 mile Carter Lodge School S124LQ
  13. 1.4 mile Mosborough Primary School S205ES (367 pupils)
  14. 1.4 mile Rainbow Forge Junior School S124BQ
  15. 1.4 mile Rainbow Forge Infant and Nursery School S124BQ
  16. 1.5 mile St Giles CE VA Primary School S211DU (291 pupils)
  17. 1.6 mile Killamarsh Junior School S212EA (164 pupils)
  18. 1.6 mile Killamarsh Infant School S212DX (173 pupils)
  19. 1.6 mile Hackenthorpe Village Infant School S124LR
  20. 1.6 mile Shirebrook Primary School S137PG
  21. 1.7 mile Brunswick Community Primary School S137RB (461 pupils)
  22. 1.8 mile St John Fisher Catholic Primary School S124HJ
  23. 1.8 mile St John Fisher Catholic Primary School, A Voluntary Academy S124HJ (213 pupils)
  24. 1.9 mile Aston Fence Junior and Infant School S139ZD (212 pupils)

List of schools in Sheffield

17 April 2015
Mr Andy Ireland
Westfield School
Eckington Road
South Yorkshire
S20 1HQ
Dear Mr Ireland

Requires improvement: monitoring inspection visit to Westfield School,

Following my visit to your school on 16 April 2015, I write on behalf of Her Majesty’s
Chief Inspector of Education, Children’s Services and Skills to report the inspection
findings. Thank you for the help you gave me and for the time you made available to
discuss the actions you are taking to improve the school since the most recent
section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in December 2014. It was carried out
under section 8 of the Education Act 2005. At its previous section 5 inspection the
school was also judged to require improvement.
Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection. The school should take
further action to:

 further develop provision for disabled pupils and those with special

educational needs so that pupils’ individual needs are fully met. In
particular, develop the quality of help provided for those pupils in Year

7 who enter the school with weaker basic skills in reading, writing and


 ensure senior and middle leaders know what teaching is typically like

on a day to day basis. Ensure any teaching that is typically less than
good is supported and challenged robustly

CfBT Inspection Services
Suite 22
West Lancs Investment
Maple View
T 0300 123 1231
Text Phone: 0161 618 8524
reveal email: enqu…
Direct T 01695 566932
Direct F 01695 729320
Direct email: reveal email: hcar…

 ensure all teachers fully comply with the school’s revised marking



During the inspection, meetings were held with you and other senior leaders; the
special educational needs coordinators; faculty leaders for English and mathematics;
the Chair of the Governing Body and three other governors and a representative of

the local authority. I evaluated the school’s plans for improvement, scrutinised the

single central record and considered a range of other documents including pupil
progress data and minutes of governing body meetings. I also looked at a sample of

pupils’ work from a broad range of subjects.


Since the school was last inspected there have been some minor changes to the
faculty structure. A deputy headteacher has assumed responsibilities for disabled
pupils and those with special educational needs.

Main findings

Between February 2013 and December 2014 the school did not improve sufficiently
to become a good school. This was because inconsistencies in the quality of teaching
were not fully addressed and pupils did not attain well enough in a number of
subjects. In particular, some groups of pupils including the most able, disabled
pupils and those with special educational needs did not make enough progress and
underachieved. Since the last inspection, you have put in place new strategic plans
for improvement that address these issues and have strengthened planning at
faculty level. Improvement planning is therefore tighter and more consistent. You
have also reviewed the way senior leaders line manage middle leaders and adopted
a more rigorous approach. Behind these developments is a determination to use
data on pupil progress more effectively.
The decline in examination results in 2014 was not fully anticipated. As a result,
much has been done to check the accuracy of ongoing assessments this year. Senior
leaders expect attainment in examination results to rise in 2015, as pupils across key
Stage 4 are making better progress.
Senior and middle leaders have improved the way they check on the quality of
teaching. Leaders now take more account of the work in pupils’ books and of data
on the progress pupils make across the year. Recent internal and external reviews of
teaching indicate a positive picture, with most teaching being of a good or better
standard. However, arrangements for observing teachers are timetabled in advance.
Consequently, leaders may not get to see what is typical of the day to day quality of
A revised policy has been introduced for marking and assessment. Teachers are now
required to mark pupils’ spelling, punctuation and grammar and pupils are expected
to make the necessary corrections. Initial checks have shown some teachers do not
yet comply with the policy. Further work needs to be done to ensure all teachers
develop this practice and sustain the approach so that it establishes a culture

amongst pupils of making improvements in response to teachers’ comments.

The school’s provision for disabled pupils and those with special educational needs is
now being led and managed more effectively. A deputy headteacher is now in
charge and being well supported by a special needs coordinator who works across
the family of schools. Together they have completed a thorough review of provision
and put in place a detailed plan which is already having a positive impact on pupils’
progress. Due to changes in working patterns, the morale of teaching assistants is
rising because they are clearer about their role and what is expected of them. Their
performance is being checked more regularly and their training needs are now being
met. Higher Level Teaching Assistants (HLTAs) have also had their responsibilities
clarified. The team now use data effectively to check whether or not the support

they provide is having an impact on pupils’ progress. This data shows disabled pupils

and those with special educational needs in Key Stage 4 are on course to attain
standards in line with those seen nationally. The quality of provision in Key Stage 3
is also developing. New programmes that support literacy have been introduced, and
there are some early signs of success. However, you accept more needs to be done
to support those pupils who enter the school with lower levels of attainment or with
specific learning needs so that they catch up quickly.
In the past, the most able students in the school have not made enough progress in
English and mathematics, and the proportion of students attaining top grades at
GCSE has been relatively low in a number of subjects. Senior leaders have provided
training on this issue and ensured it has been a focus of checks on teachers’
planning. Targets set for the most able pupils are now more ambitious. Current
predictions for the achievement of the most able pupils in the current Year 11
suggest more pupils are making expected progress, although not enough, as yet,
make good progress.

The governors continue to take an active role in checking on the school’s progress.

Governors have well developed links with faculty leaders and appropriate forums in
place to hold leaders and managers accountable. However, governors are less
knowledgeable about the progress of specific groups of pupils and need to ensure
this remains a high priority. In particular, governors need to check that lessons fully
challenge the most able pupils, and that disadvantaged pupils, disabled pupils and
those with special educational needs receive additional support tailored to their
Ofsted may carry out further monitoring inspections and, where necessary, provide
further support and challenge to the school until its next section 5 inspection.

External support

The school has established a number of links with other local schools and is currently
in the process of ensuring this support is properly planned and that objectives are
The local authority and other external consultants have undertaken reviews of the
school over recent months. These reviews have provided useful recommendations
and next steps for the school.
I am copying this letter to the Chair of the Governing Body and the Director of
Children's Services for Sheffield.
Yours sincerely
Chris Smith

Her Majesty’s Inspector

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