The Windmill School

What Ofsted said

From the inspection on 9 June 2026

Pupils experience a calm, welcoming and respectful environment where they are understood and valued as individuals. Many arrive having found previous school placements difficult, including experiencing anxiety or exclusion. Here, routines are carefully designed to help pupils feel safe and ready to learn. Each morning, pupils are warmly welcomed. This eases them into a calm start to the school day. Pupils have time to settle through sensory activities, conversations with trusted adults or focusing on personal interests. This approach helps to reduce anxiety, even when they arrive later than planned. Pupils develop a deep sense of belonging over time. This is because they benefit from highly positive relationships with staff, who demonstrate a great deal of care for them. Staff know pupils very well and use this to respond sensitively to their needs. As a result, pupils feel listened to, and develop trusting relationships. They are given meaningful choices in how they learn and how they organise their day. This supports their independence and confidence. Pupils readily engage in learning in ways that work for them. Classrooms are adapted thoughtfully so pupils can remain included while managing their individual needs. Pupils access a range of tailored strategies to help them focus. This is dependent on what they need and choose and includes sensory tools, different types of seating, quieter spaces or visual support. These adaptations help pupils to take part in shared learning, contribute to discussions and show pride in their achievements. Pupils benefit from a wide range of personalised opportunities beyond the classroom, including community visits and enrichment activities. Many develop friendships for the first time and become more positive about school. Pupils behave well. They are calm and respectful. Staff seek to understand why pupils may become distressed and support them to identify and manage their emotions. Bullying is rare. Pupils say they feel safe and accept differences in each other. As pupils learn to trust the adults and school, they become more confident. This in turn improves their attendance and engagement as well as their optimism and ambition for their futures.

What the school should improve

• Leaders and those responsible for governance should implement their plans to ensure families are fully informed about their children's achievements and that they are well supported to understand the different routes into education, employment or training that are available.

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