Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Michelle Brett Head of School Windmill Hill School York Street Luton Bedfordshire LU2 0EZ

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Serious weaknesses monitoring inspection of Windmill Hill School

This letter sets out the findings from the monitoring inspection that took place on 26 November 2024, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and was the first monitoring inspection since the school was judged to have serious weaknesses following the graded (section 5) inspection that took place in February 2024.

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Serious weaknesses monitoring inspection of Windmill Hill School

The purpose of a monitoring inspection is not to grade the school’s key and (where applicable) provision judgements, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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Serious weaknesses monitoring inspection of Windmill Hill School

During the inspection, I discussed with you and the interim chief executive officer (CEO) of the trust, senior leaders, representatives from the local authority and the chair of the board of trustees the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. I also considered documents regarding the curriculum, visited lessons, held discussions with other staff, spoke with pupils and considered documents regarding safeguarding. I have considered all this in coming to my judgement.

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Leaders have made progress to improve the school, but more work is

necessary for the school to no longer be judged as having serious weaknesses.

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designation

Since the previous inspection, the school has experienced significant turbulence in staff levels. There have been vacancies in key senior leadership roles and support staff posts. Nearly all leadership roles have been filled. However, many vacancies remain within the support staff team.

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designation

During this inspection, I focused on leaders’ arrangements for safeguarding. I also considered the school’s progress towards offering a well-designed and well-taught curriculum that meets the needs of all pupils. Included within this, I considered the school’s work to improve the teaching of reading.

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designation

Since the previous inspection, leaders have put into place a clearly defined approach to the teaching of reading. Leaders have also trained staff in how to teach reading effectively. In Curriculum Pathways 3 and 4, staff have started using the school’s new approach to the teaching of reading. Some staff understand and follow the reading scheme as set out, but others do not. When this happens, pupils become confused about the letters and sounds they are trying to learn so do not improve their reading as well as they could.

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designation

In Curriculum Pathways 1 and 2, some teachers have only recently started teaching reading using the school’s approach. As a result, pupils in these pathways have not benefited from improved teaching of reading.

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designation

Leaders have taken positive steps in making sure that the curriculum is well designed. Leaders have clearly outlined the exact knowledge staff must ensure that pupils learn. Leaders have also clarified the order in which staff should teach the knowledge so that pupils build what they know over time.

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designation

With the support of the trust, leaders have provided training for staff about effective approaches to teaching the curriculum. Staff are starting to improve their teaching. However, there is more work to do. Staff do not consistently arrange learning activities that support pupils to achieve the learning aims that leaders intend. Similarly, staff do not always adapt learning activities well enough to meet the needs of all learners. As a result, pupils are not learning as well as they should.

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designation

The trust has provided leadership capacity and professional development that have contributed towards improvements. The trust has brought in support from other schools in the trust, and from external specialists, to train staff to teach the curriculum effectively. Furthermore, the trust has helped the school to fill key leadership roles when vacancies have arisen. The trust closely monitors the progress made at the school and provides further support when necessary. Staff are enthusiastic about the professional development that they receive and the improvements made at the school. They appreciate how leaders support staff to maintain reasonable workloads.

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designation

Trustees have an accurate understanding of the strengths and weaknesses of the school. They carefully consider the information they receive about the quality of the school’s provision, including monitoring reports from outside agencies. Trustees hold leaders to account for the quality of their work.

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designation

The arrangements for safeguarding are effective. Leaders provide ongoing training for staff so that they are alert to signs of potential harm. Staff act swiftly and appropriately when concerns arise. Leaders work well with external agencies to ensure that vulnerable pupils get the support they need.

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designation

I am copying this letter to the chair of the board of trustees, and the CEO or equivalent of the Creating Tomorrow Multi Academy Trust, the Department for Education’s regional director and the director of children’s services for Luton Borough Council. This letter will be published on the Ofsted reports website.

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