Windmill Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Windmill Primary is a warm and nurturing community school.

Pupils say they feel happy and safe here. Leaders have high expectations of what pupils will learn and achieve. Their motto, 'excellence through effort and aspiration', is at the heart of this school.

Leaders believe that music has the power to change lives. They have designed an ambitious curriculum, rooted in music, to build pupils' confidence and resilience and to raise aspirations. Pupils are extremely proud to share their musical achievements.

They talk enthusiastically about the many opportunities they have had to work with arts professionals. They are very proud of being able to perform in a va...riety of venues.

Pupils have a positive attitude towards school and their learning.

Leaders expect pupils to behave well and treat one another with respect. Pupils live up to these expectations. Pupils know how important it is to care for one another and support each other well.

Bullying is not tolerated.

Relationships between adults and children are positive. Adults know pupils extremely well and support them to be the very best that they can be.

Pupils appreciate the time adults give to listen and understand them. Pupils leave Windmill Primary School well prepared for the next stage of their education.

What does the school do well and what does it need to do better?

The school's curriculum is ambitious.

It ensures that pupils build their knowledge and skills over time. Teachers understand the content they need to teach. Some subjects, such as computing and music, are taught by specialist teachers.

In most subjects, the curriculum identifies the important knowledge and vocabulary that children need to learn. Staff ensure that pupils with special educational needs and/or disabilities (SEND) are fully included in lessons. Leaders access professional guidance and advice to ensure that they support pupils with SEND well.

Pupils talk with confidence about recent learning using subject-specific vocabulary. Year 2 pupils can accurately describe rocks correctly using the words 'igneous' and 'metamorphic' when talking about previous learning in science. Teachers use effective strategies to recap previous learning.

This helps pupils remember what they have learned. One pupil said: 'Maths is made easy because we learn methods, practise and then use them to solve equations.' Over time, pupils achieve well.

Published outcomes for key stage 2 assessments in reading, writing and mathematics are significantly above the national average.Reading is a priority at Windmill Primary School. Staff encourage pupils to enjoy books and share stories.

Older pupils talk enthusiastically about the books they read in class. Leaders have chosen a phonics curriculum which enables pupils to learn the sounds that they need to know, in an appropriate sequence. The books that pupils are given to read match the phonics knowledge that they have learned.

Most staff have received some training to teach pupils how to read. Pupils who need additional help with reading are identified. However, in phonics lessons and the catch-up sessions to support pupils who find learning to read tricky, there are inconsistencies in the way that teachers teach pupils to read.

Some pupils fall behind, requiring additional sessions to catch up. A significant number of these pupils do not achieve the expected standard in the Year 1 phonics screening check.Recently, leaders have begun to develop the curriculum in the early years.

This work is at an early stage. It is important that leaders ensure that the early years curriculum fully prepares children for Year 1, in all subjects. Leaders are aware that outcomes at the end of early years need to improve and have put the necessary steps in place to secure this.

These actions will take time to embed and have an impact.Windmill Primary School pupils attend school regularly. The school works effectively with parents and carers and external agencies to remove any barriers to regular attendance.

Pupils show positive attitudes to learning. They help to write class behaviour expectations and contribute to a harmonious working environment. Classrooms, corridors and communal spaces are calm and orderly.

Leaders give careful thought to pupils' personal development. Pupils learn important information, such as online safety and about healthy lifestyles. Pupils attend clubs, such as wildlife, arts and yoga.

Visits to museums and outdoor centres are an important part of school life. There are many leadership opportunities for pupils, such as the animal welfare team, who look after the rabbits and chickens. The musical opportunities pupils receive are exceptional.

All pupils play an instrument and regularly work with professional musicians. They value the opportunities they have to perform locally and nationally. Pupils talk about how hard they practise to get better.

Pupils' perseverance, teamwork and high aspirations are developed through music. Pupils are proud of all they achieve.Pupils understand equality and that it is important that everybody has the same rights as one another.

They live out these values every day. Pupils have a strong respect for others and understand diversity. They have a growing knowledge about different religions and cultures.

Governors and school leaders have a clear vision for the school. They ensure that pupils are kept safe. Staff are proud to work at this school.

They feel valued and supported by leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders should continue to develop the ambition of the early years curriculum so that children are further supported to build securely on what they know and can do, while developing the characteristics of effective learning needed for Year 1 and beyond.

The recently developed curriculum in early years does not fully identify the important knowledge that children need to learn to prepare them for Year 1. The school should ensure that the early years curriculum builds sequentially across each area of learning, so that children are well prepared for key stage 1 and beyond. ? The teaching of phonics is not consistent.

Some pupils are not securing phonics knowledge as quickly and effectively as they could. Leaders should continue to ensure that staff receive the necessary support to develop further skills and confidence in delivering the phonics programme. This needs to be monitored by school leaders to ensure consistency across all aspects of this programme.