Windmill Primary School

What Ofsted said

From the inspection on 3 December 2024

This is a very inclusive school that wants the best for all pupils. A few turbulent years with several changes in leadership have negatively impacted pupils' experience of school and their achievement. The school is much more settled now. Recent improvements in the curriculum are having a positive impact. However, pupils are not achieving as well as they should yet because the curriculum is not always taught well enough. Mostly, pupils are happy here. Pupils really like school staff. They enjoy very warm and nurturing relationships. The increase in clubs and exciting activities enthuses pupils. They enjoy sports, cooking and crafting clubs. Recently, the whole school enjoyed a trip to a pantomime. Pupils benefit from opportunities to learn about responsibility. The school council organised a 'grandparents' afternoon' and has raised money to buy playtime equipment. The 'kindness ambassadors' help promote the new school values. The school wants pupils to be 'ARK', meaning 'ambitious, resilient, and kind'. The majority of pupils behave well and are polite and friendly. Sometimes, pupils are not kind and respectful, or they demonstrate a negative attitude to their learning. A new behaviour policy and higher expectations have helped reduce these instances. However, pupils are not consistently well supported.

What the school should improve

• Teachers sometimes present pupils with too much information to take in at once. This can negatively impact pupils' learning, particularly for pupils with SEND. This makes it harder for pupils to secure new knowledge and they cannot recall what has been taught. The school should ensure that teaching does not overload pupils and that consistently effective adaptations are made for pupils with SEND so that all pupils can achieve well.
• The implementation of some aspects of the curriculum is not yet consistent. Pupils have limited knowledge as a result. The school should ensure that the implementation of the curriculum is checked and that staff have the understanding and expertise to successfully build pupils' knowledge in all aspects.
• The school's high expectations for pupils' behaviour have not been fully realised due to the inconsistent application of the new behaviour policy. Poor behaviour sometimes disrupts pupils' learning and hinders their enjoyment of school. The school should ensure that pupils are consistently challenged and supported to maintain high expectations of behaviour.
• The school has not sufficiently engaged with stakeholders to secure a common understanding of the approaches the school takes, to manage and support pupils' behaviour for example. This sometimes leaves stakeholders uncertain of their expectations of them, which can lead to some dissatisfaction with the school's work. The school should improve communication and engagement with stakeholders.
• The school has not fully developed its approach to teaching pupils about fundamental British values and the differences between people. As a result, pupils do not have an age-appropriate understanding of these, and a few pupils do not recognise when language is disrespectful. The school should ensure pupils gain a better understanding so they are better prepared for life in modern British society.

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