Windy Arbor Primary School

What Ofsted said

From the inspection on 24 March 2026

From the moment the gates open, Windy Arbor is a hub of activity. Pupils enter happily and settle quickly. Staff ensure that pupils receive the help they need with both their work and their wellbeing. This helps them to feel ready for learning. Adults take time to form warm relationships, which means they know and value pupils for the individuals they are. There is a tangible family feel. Pupils treat one another with respect, regardless of background, differences or challenges. Pupils enjoy learning. They like their teachers and find lessons interesting. If they fall behind, they access the support they need to catch up. Every moment counts. This is resulting in more pupils securing important reading, writing and mathematical knowledge. Vulnerable pupils access effective support and make appropriate progress from their starting points. Pupils now achieve in line with national averages by the end of key stage 2. Therefore, pupils are ready for the next stage of their education. Pupils' behaviour is highly positive across the school day. Pupils feel safe and have a calm environment to learn in because of this. They say bullying is rare and dealt with effectively. Pupils' attendance is improving, although too many are still persistently absent. Pupils are well prepared to contribute positively as a citizen of modern Britain. They learn about how they can impact the world at a local and national level. Pupils benefit from a wide range of interesting opportunities and experiences available to them, such as pupil leadership roles, showcases, trips and clubs. Leaders make sure that no pupil misses out. Where pupils experience difficulties in engaging with enrichment, leaders remove any barriers to access. This ensures that pupils quickly develop a sense of belonging to their school community.

What the school should improve

• Leaders should continue to ensure that pupils develop key handwriting and transcription skills so they can apply them accurately and confidently across the curriculum.
• Leaders should continue to analyse attendance data and implement effective actions to address low rates of attendance, in particular for those who are persistently absent, so that rates of attendance continue to improve.
• Leaders should continue to develop staff's expertise so that interactions across the early years provision further broaden and deepen children’s language and understanding.

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