School etc

Westoning Lower School

Westoning Lower School
High Street

phone: 01525 712994

headteacher: Mrs Jacqueline Boyle


school holidays: via Central Bedfordshire council

116 pupils aged 4—8y mixed gender
135 pupils capacity: 86% full

65 boys 56%


50 girls 43%


Last updated: June 19, 2014

Primary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
OSGB coordinates
Easting: 503448, Northing: 232615
GPS coordinates
Latitude: 51.982, Longitude: -0.49513
Accepting pupils
5—9 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 6, 2014
Region › Const. › Ward
East of England › Mid Bedfordshire › Westoning, Flitton and Greenfield
Town and Fringe - less sparse
Free school meals %
Trust school
Is supported by a Trust
The Harlington Area Schools Trust

rooms to rent in Bedford

Schools nearby

  1. 0.6 miles Phoenix School MK455AA
  2. 1.1 mile Harlington Lower School LU56PD
  3. 1.1 mile Harlington Upper School LU56NX
  4. 1.1 mile Harlington Upper School LU56NX (1392 pupils)
  5. 1.1 mile Harlington Lower School LU56PD (136 pupils)
  6. 1.3 mile Flitwick Lower School MK451LU (270 pupils)
  7. 1.5 mile Kingsmoor Lower School MK451EY (181 pupils)
  8. 1.5 mile Templefield Lower School MK451AJ (298 pupils)
  9. 1.5 mile Woodland Middle School MK451NP
  10. 1.5 mile Woodland Middle School Academy MK451NP (585 pupils)
  11. 1.6 mile Waverly Pre-Preparatory School MK451AJ
  12. 1.9 mile Greenfield CofE VC Lower School MK455ES
  13. 1.9 mile Greenfield and Pulloxhill Academy MK455ES (138 pupils)
  14. 2 miles Pulloxhill Lower School MK455HN
  15. 2 miles Bury Lawn School MK451AH
  16. 2 miles Greenfield and Pulloxhill Academy MK455HN (68 pupils)
  17. 2.5 miles Redborne Upper School and Community College MK452NU
  18. 2.5 miles Redborne Upper School and Community College MK452NU (1517 pupils)
  19. 2.8 miles Parkfields Middle School LU56AB (472 pupils)
  20. 2.9 miles Toddington St George Lower School LU56AJ
  21. 2.9 miles Toddington St George Church of England School LU56AJ (336 pupils)
  22. 3.1 miles Sundon Lower School LU33PQ
  23. 3.1 miles Russell Lower School MK452TD (266 pupils)
  24. 3.1 miles The Firs Lower School MK452QR

List of schools in Bedford

13 January 2015
Mrs Jacqueline Boyle
Westoning Lower School
High Street
MK45 5JH
Dear Mrs Boyle

Requires improvement: monitoring inspection visit to Westoning Lower

Following my visit to your school on 12 January 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 February 2014. It was carried out
under section 8 of the Education Act 2005.
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:

 evaluate more precisely the effectiveness of the teaching assistants’

work when monitoring the quality of teaching

 ensure that external advice and training make a real difference to the

quality of leadership and to pupils’ progress in all years.


During the inspection, I held meetings with you and the acting deputy headteacher.
I met four governors, including the Chair of the Governing Body, to discuss the
action taken since the last inspection. I also met a local authority representative. I

looked at pupils’ books, reviewed the school’s improvement plan and checked the

single central record for newly appointed staff.

Serco Inspections
Colmore Plaza
20 Colmore Circus
B4 6AT
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T: 0121 679 9156
Direct email: reveal email: emma…


At the beginning of this term a new Year 4 teacher joined the school and the Year 2
class teacher was appointed acting deputy headteacher until July 2015.

Main findings

The school is improving rapidly. With the support of staff, you are raising
expectations, improving assessment and marking, sharpening up your monitoring of
the quality of teaching and ensuring the consistent application of policies across the
school. You have reversed the decline in standards and results in 2014 show
significant improvement. Current pupils make good progress in most years. Pupils

achieve well in the early years foundation stage and at Key Stage 1. They make

good progress in their phonics and handwriting. The new teacher in Year 4 has
established good relationships with her class and, as a newly-qualified teacher, is
receiving good support from staff, from you as her mentor and from the local
authority. You are checking the progress of the more able pupils more carefully and
you acknowledge that further work is required to increase the proportion of pupils
exceeding expectation. More able pupils should have opportunities to apply their
skills, for example, through more complex investigations in science and solving
challenging problems in mathematics.
With the support of all staff you are improving the leadership of teaching. The local
authority and the school improvement partner are helping you to judge the quality
of teaching with increasing accuracy. Teachers respond well to the more frequent
monitoring. They are willing to do their best and understand what needs to be done
to tackle weaknesses. The teaching assistants I spoke with welcome the importance
given to their role. They find the new ways of working with the class teacher
fulfilling: they appreciate the regular weekly meetings and access to the detailed
lesson planning. However, you are not giving teaching assistants sufficiently precise
feedback on how to improve their work further, particularly when supporting more
able pupils.
The school development plan is a useful tool to bring about rapid change. It clearly
shows how the key issues identified at the last inspection will be addressed. With
governors, the local authority and the school improvement partner, you conduct
frequent reviews of the school’s progress. The environment for learning and
resources are well organised. You check that the management of behaviour is
consistent across all classes through the ‘Good to Be Green’ board and this helps
pupils to develop excellent attitudes to learning. You insist on good displays of

pupils’ work and the quality of pupils’ extended writing is improving.

You are using a range of strategies to ensure that more parents are fully satisfied
with the school. One parent made a specific appointment to tell me about the
improved communication with parents, in particular, the immediate letter sent to
families following incidents such as a bumped head. You run a parents’ forum, meet

parents regularly and make yourself available as often as possible when parents

drop off their children in the morning. The school’s newsletter and website are also
being improved. Governors welcome the views of parents and are due to launch a

parents’ survey soon.

External support

Staff receive support in school, attend training and observe outstanding practice in
other schools. Teachers’ up-to-date knowledge of the curriculum, their better
planning of lessons, their improved assessment and more precise marking of pupils’
work are examples of the successful joint work with the Harlington Area Schools
Trust and the local authority’s Improving Teaching Programme. You are working well
with the headteacher of an outstanding school.

The school’s challenge partner and the local authority provide effective guidance to

develop subject and senior leadership skills. The local authority funds many of these
initiatives. You are also linking with the Collaborative Learning Leadership to improve
your effectiveness as a school leader. However, governors do not receive sufficient
information on the difference these projects make to the quality of education and
the leadership of the school. They need this evaluation to check that the school is
not becoming over-dependent on outside help and to ensure that improvement is
sustained in the long term when external support is reduced.
I am copying this letter to the Chair of the Governing Body and the Director of

Children’s Services for Central Bedfordshire.

Yours sincerely
Marianick Ellender-Gelé

Her Majesty’s Inspector

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