St Edward's Royal Free Ecumenical Middle School, Windsor

What Ofsted said

From the inspection on 14 July 2026

Pupils are happy and proud to be part of this nurturing school community. They feel valued by staff and confident about where to turn when they need support. Trusting relationships with adults help pupils feel safe and cared for. Pupils' attendance is high. Pupils are polite and courteous towards each other and visitors. They are keen to talk about their school and what they have learned. Pupils know and understand leaders' high expectations of behaviour. If there are any concerns, staff quickly put things right. Pupils learn a broad range of subjects, building their knowledge and skills over time. They are attentive in lessons, motivated by their teachers' specialist knowledge, helping them to understand complex ideas. At the end of Year 6, pupils achieve well from their starting points, with outcomes in national tests broadly in line with the national averages. Pupils in Years 7 and 8 continue to learn well, further developing their understanding and use of subject-specific vocabulary. Pupils are well prepared for their next stages in education. Staff identify when pupils need extra help with learning and provide them with support tailored to their needs. Pupils with special educational needs and/or disabilities and disadvantaged pupils benefit from adaptations to teaching that enable them to access learning alongside their peers and to achieve well. A wide range of enrichment opportunities extends pupils' learning and experiences beyond the classroom. Pupils participate in a variety of popular clubs, such as Bible studies, sports including fencing, and the performing arts. Pupils enjoy visiting local places of historical interest and going on residential trips, including to Paris. Roles, such as form captain and prefects, develop pupils' leadership skills very well. Leaders ensure that all pupils can benefit from these opportunities.

What the school should improve

• Leaders should ensure that teaching consistently checks pupils' understanding so that misconceptions are identified and addressed quickly.
• Leaders should ensure that support for pupils with barriers to their learning is reviewed consistently and rigorously so that adaptations are refined promptly.

Read the full Ofsted report (opens in a new tab)