Windrush Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school's motto, 'learn, love and live life in all its fullness', lies at the heart of its work, providing a firm framework for everyone in the school. Pupils are happy, settled and achieving well in this friendly and welcoming school. They are enthusiastic learners and get on very well together.

Classrooms are calm, and there is a purposeful buzz of learning. Pupils are proud of their school and care about the environment. The school's citizenship programme successfully encourages personal responsibility, such as a recent litter-picking event initiated by the children in Reception class.

Staff expect all pupils to do their very best. They build warm and respectful... relationships with pupils, who feel valued and secure as a result. Adults take good care of the children in the nursery, who have settled into school nicely.

Windrush Church of England Primary School plays an increasingly active role in the local community. The school reaches out to local families and welcomes community involvement in initiatives such as the current project to develop a sensory garden. The headteacher and her staff team establish strong and trusting relationships with parents.

Many parents commented on how approachable they find staff. One said: 'The school's values shine through in everything it does. It is at the heart of our community.'



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

The school is committed to the local community and to making sure that all pupils learn well and thrive. Staff radiate enthusiasm for teaching, regardless of the inevitable challenges associated with opening and developing a new school. Parents are pleased with the school and are rightly confident that their children are in safe hands.

One parent said: 'Staff work tirelessly to get the best for the pupils.'

The school's inclusive atmosphere ensures that every pupil is welcomed and that all are valued equally. Pupils with special educational needs and/or disabilities (SEND) are respected members of the school community.

This is evident, for example, in the way that these pupils learn alongside their classmates in the classroom. Teachers adapt the curriculum well so that all pupils can join in and enjoy success during lessons. Strong partnerships between school and home, such as the sharing of valuable strategies to help parents support their children, make a notable contribution to pupils' learning and development.

The school's curriculum has been carefully designed to support learning across a wide range of subjects. Learning is enhanced with subjects and themes that have been chosen to help promote the school's values and aims. For instance, a 'nature' curriculum strand contributes to pupils' awareness and appreciation of the environment and their responsibility for its future.

Disadvantaged and vulnerable pupils are prioritised for extra-curricular activities to ensure that they have the same opportunities as their peers. Strong partnership work with parents has helped to secure significant improvements in attendance in the past year. This has ensured continuity of learning and strong progress through the curriculum.

Leaders have rightly prioritised developing the curriculum in the teaching of reading, writing and mathematics since the school opened. These subjects are now securely embedded and taught effectively throughout the school. The school is now rightly focusing on developing the curriculum in subjects that are less well developed to ensure that pupils learn consistently well.

Pupils behave well in lessons most of the time. Quiet reminders are usually sufficient to refocus any pupils whose attention wanders during lessons. Pupils in Year 2 provide strong role models for the younger pupils.

The school successfully promotes excitement about reading. High-quality books are chosen with care to capture pupils' interest, and staff read to pupils with enthusiasm and expression. The school's phonics programme ensures that pupils learn reliable reading skills.

Almost all pupils achieved expected levels in the Year 1 phonics check in 2023. The older pupils read with increasing fluency and confidence and are well prepared for learning the key stage 2 curriculum.

Well-established routines and clear expectations contribute to the school's smooth running.

During lunchtimes, for instance, younger pupils wait patiently for their lunch, demonstrating impressive balance and control when carrying it to the dining table, and they enjoy chatting sensibly with friends while they eat.

Leaders are understandably pleased with the school's development since it opened and share the same high aspirations for its future. Governors, trustees and diocese representatives work constructively with the school to provide support and challenge.

Considerate steps have been taken to support staff, who appreciate the attention given to their views and opportunities to share expertise with other schools in the trust. Staff are proud to work in the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is at an earlier stage of development in a small number of subjects. Pupils do not always learn as consistently well as they could where this is the case. The school should continue with ongoing work to develop a well-designed and effective curriculum across all subjects.

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