The school is of average size. The proportion of pupils known to be entitled to free school meals is below average as is the number of pupils from minority ethnic groups. Very few are learning English as an additional language. The proportion of pupils identified as having special educational needs and/ or disability is average and no pupils have a statement of special educational need. However a small number of pupils have particularly complex needs. There has recently been some staff absence and changes in the senior leadership team. The school has Healthy Schools and International Schools status Inspection report: Westdale Junior School, 22–23 November 2011 4 of 14 Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate Please tur n to the glossary for a description of the grades and inspection terms Inspection judgements Overall effectiveness: how good is the school? 2 The school’s capacity for sustained improvement 3 Main findings Westdale Junior School is a good school. Pupils take pride in their school. They feel safe and are confident to talk to staff about their concerns. Behaviour is good, both in classes and around the school, and pupils attend school regularly. Although generally good, there are minor variations in the quality of teaching. Pupils are sometimes all set the same work. This can hold back the progress of more-able pupils because they are not being challenged sufficiently. The quality of marking and guidance varies. Consequently, some pupils do not always get the very best advice about how to improve their work. Nevertheless, most pupils make good progress particularly in upper Key Stage 2 and attainment is usually above average by the end of Year 6. Although progress is improving the school is aware that there is still more to do to ensure that progress is always consistent. The progress of pupils with special educational needs and/or disabilities is satisfactory. Significant improvements have been made to the quality of support for this group but it is too soon to measure the full impact of improvements on progress. Staff are not always proficient in the teaching of letter sounds to those pupils who need extra support in reading and writing. The school has extensive data about pupils’ progress but the information is not always used as well as it might be to regularly check the progress of pupils. Middle managers and governors are improving their skills. The literacy management group have been particularly successful in improving pupils’ progress in writing. Their work has contributed to the good curriculum where valuable links are made between subjects and this ensures that there is a clear purpose for writing. Currently subject leaders have insufficient opportunities to directly observe lessons. Consequently they cannot be entirely sure if the initiatives they have introduced are consistently applied by teachers. Good leadership and management have kept the school on track during a very difficult period. The school sustained its good provision but was unable to develop some areas of its provision as quickly as it hoped because the absence of key staff. Therefore its capacity to improve further is satisfactory rather than good. Staffing issues have now been resolved and the school is now recovering its momentum and is starting to develop at a faster rate. Self-evaluation is effective and governors and staff understand the schools overarching strengths and weaknesses, sharing the determination of the head and senior leaders to secure the very best quality of education for all the pupils in the school.