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Boston West Primary School : Ofsted Report

13–14 November 2008
Reporting Inspector: 
Sue Hall
Description of the school: 


This is a slightly larger than average sized school that is popular and over-subscribed. The number of pupils eligible for free school meals is below the national average. The large majority are from White British backgrounds with few speaking English as an additional language. The number with learning difficulties and/or disabilities is close to the national picture. Pupils attend the Reception classes during their time in the Early Years Foundation Stage (EYFS). The school holds many awards including those for Basic skills, Eco-schools, Artsmark, Investors in People, Activemark and Healthy Schools.


Overall effectiveness and Average across all judgements

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Leadership, management and capacity for school improvement

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Overall achievement & academic performance

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Care, Guidance and Personal development

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Ofsted assessment


Boston West Primary School is a good school. This evaluation matches that of the school's overall view of its own effectiveness. Parents are very pleased with the quality of care and education provided. Pupils' personal development is outstanding and their spiritual, moral, social and cultural development is good. There are excellent opportunities for pupils to take on responsibilities in the school and local community. Behaviour is outstanding as is pupils' enjoyment of the wide range of activities. Most speak with joy about attending school and many think there is little they would change.

Children enter the EYFS with knowledge and skills that are in line with the expectations for their age. As pupils move through the school, they make good progress overall although this is somewhat variable. Currently, standards at the age of seven are average and by the age of eleven they are slightly above the national average. Most pupils have good speaking and listening skills and read well. Even though writing skills are more variable, the school is now focusing effectively on this area. With the current emphasis on problem-solving activities in mathematics and science, progress in these areas is good. Pupils, including those with additional needs and those at the early stages of English, achieve well although occasionally some could do even better.

The quality of teaching and learning is generally good, particularly for the older pupils. Staff have very good relationships with pupils and explain things well. However, there is some variability in the quality of teaching, and the way the day and classes are organised gives a lack of pace to some morning activities, which affects the progress pupils make. The curriculum is good with strengths in the range of extra activities that help develop skills in the arts and sport. The school is successful in utilising the attractive outdoor areas to develop environmental awareness. The care, guidance and support of pupils is good. There are well-established procedures to ensure pupils' safety and well-being. The school has put a lot of time and effort into improving assessment procedures so that staff can carefully track pupils' progress, which is having a positive impact on raising standards.

Leadership and management are good, as is governance. There is an effective team approach to curriculum leadership and management. The headteacher is supported well by the assistant headteachers, the newly established leadership team, staff and governors. This ensures there is good capacity for further improvement. There are good procedures to monitor the effectiveness of initiatives in the school. However, at times the school's evaluation of its own effectiveness is slightly generous in some areas.



What can be improved


  • Ensure that the quality of teaching and learning is consistently good across the school.
  • Review the organisation of the day and the class structures to ensure activities are challenging and meet the needs of all pupils.
  • Improve the assessment of children's skills in the EYFS.
  • Ensure the curriculum in the EYFS meets the needs of the youngest children.

Progress of Special Needs learners, and equality of opportunity

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Behaviour & attendance of learners

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Curriculum and Teaching

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