Westlands School


Expect More

Welcome to Westlands School, where our well-established reputation for success is built on an inclusive, nurturing and aspirational learning environment.

At our school, traditional values concerning personal responsibility, excellent behaviour and hard work are combined with a strong sense of community that encourages kindness and care for one another.  This ethos is encapsulated by the school’s RADAR system which promotes Respect, Achievement, Diversity, Aspiration and Resilience.

Our staff lead by example and work hard to ensure that our students feel happy, valued and secure.  The proactive pastoral care and support we provide means that student wellbeing permeates throughout our school.

High-quality teaching and learning and a rich curriculum provides our students with opportunities to develop as independent learners and allows them to progress no matter what their background, learning needs, gifts or talents.  As a large school we are able to offer a wide range of facilities and courses to appeal to students who are academic, creative, and practical.  There really is something for everybody.

Academic progress, especially in literacy and numeracy, is a top priority. Our results suggest that we are right to emphasise these key skills, as our students’ academic success and the progress they make has been noted through successive OFSTED reports and in the Performance Tables year after year.

I hope that our website provides you with a flavour of what Westlands School has to offer.  But I would encourage any prospective parents and students to come and visit us, when possible, during the school day, to see for yourself why we are so proud of the students and staff who make up our school community.

Westlands School

Westlands School

School Contact

  • Headteacher:
    Miss C Honess
  • Westlands Avenue, Sittingbourne, Kent ME10 1PF
  • 01795 477475
  • Visit School Website
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  • *(if degree is not in the teaching subject, an A-Level in that subject is required Grade B or above).

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