Windsor Park CE Middle School

Windsor Park CE Middle School

Address: Springfield Road, Uttoxeter, Staffordshire, ST14 7JX Unique reference number (URN): 144007

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

As a result of the improvements the school has made to the curriculum, pupils are more appropriately prepared for their next steps to high school. They have a better understanding of the content of most foundation subjects than in the past.

p.2

Achievement Expected standard

Typically, pupils achieve well at Windsor Park Middle School. This includes pupils who have special educational needs and/or disabilities, or other barriers to learning. These pupils make appropriate progress from their starting points and are well prepared for their move to high school.

p.2

Achievement Expected standard

In the past, some pupils have not achieved as well as they might in writing, including handwriting. Leaders have recognised this, and their work to improve writing across the school has had a swift and positive impact. Pupils are developing the structure and content of their writing through studying more challenging texts. Many pupils have improved their handwriting through a whole-school focus on developing the skills to write neatly and legibly. This means that the school has identified and supported effectively the small number of pupils who need more specialist support with handwriting so that they can express themselves fluently.

p.2

Achievement Expected standard

Pupils read a wide range of books and read regularly. This means that pupils become accurate, fluent readers over time. The school identifies, tracks and supports effectively pupils who find reading tricky.

p.2

Attendance and behaviour Expected standard

Leaders have an accurate understanding of patterns of attendance and behaviour. They regularly review information about pupils’ attendance and identify any pupil whose attendance is falling behind or who is finding attendance difficult. They keep a close eye on pupils and groups of pupils who are regularly late and work constructively with families. As a result, leaders are successful in improving attendance and punctuality, and where small problems emerge, they are addressed quickly.

p.2

Attendance and behaviour Expected standard

Pupils behave very well in lessons and around the school. They show positive attitudes to their learning. Where some pupils struggle with behaviour because of their particular needs, the school supports them with this. Suspensions are rare and leaders use them appropriately. Incidents of bullying are rare. Leaders have made sure that the school is an environment where unpleasantness between pupils is not tolerated. Pupils meet this high expectation. As a result, pupils feel proud to be a part of a school where kindness and positive behaviour is the norm.

p.2

Curriculum and teaching Expected standard

Generally, teachers have the subject knowledge they need to make sure that pupils learn well. They check pupils’ understanding so that where there are gaps, pupils can be supported to fill them. Where pupils face barriers to their learning, generally they are supported to catch up. For pupils who have less complex special educational needs, this is not quite as consistent as it could be.

p.2

Curriculum and teaching Expected standard

Teachers give pupils work that supports them effectively to deepen and demonstrate their knowledge. They give pupils time to discuss their work and develop their ideas. Pupils are increasingly doing this well, and this oracy development is having a positive impact on pupils’ progress.

p.3

Curriculum and teaching Expected standard

Recognising that it could be even more ambitious and better sequenced, leaders have made changes to the curriculum. Generally, they have completed this work effectively. As a result, pupils are able to complete more complex and challenging work than they have in the past. They know more. They can better understand and use their knowledge. In a very small number of foundation subjects where this work is less developed, the curriculum is weaker. Leaders know this, and it is a part of their strategic plan to better develop these subjects.

p.3

Inclusion Expected standard

Leaders have a well-developed understanding of pupils who have vulnerabilities, including pupils with special educational needs and/or disabilities (SEND). They have implemented systems to quickly identify any need that emerges. Staff have undertaken training that means that they can identify when pupils might have barriers to learning. Leaders and teachers use a graduated approach and review how well pupils are achieving. They use reviews and assessments to develop and adapt the support they give to pupils.

p.3

Inclusion Expected standard

The school's work for pupils with SEND, including those who have an education, health and care (EHC) plan, is generally effective. Leaders use the EHC plans and information about pupils' needs to develop ‘pupil passports’. However, sometimes, these pupil passports lack the precision they need to support teachers to adapt their teaching for the needs of pupils with SEND.

p.3

Inclusion Expected standard

Leaders have accurately identified the barriers that disadvantaged pupils face. They use the extra funding for disadvantaged pupils well. Disadvantaged pupils typically keep up with their peers in lessons, and access an ambitious planned curriculum in most areas.

p.3

Inclusion Expected standard

Leaders use alternative provision appropriately. They make the appropriate checks to ensure that provision meets pupils’ needs, and pupils attend well, making progress from their starting points.

p.3

Leadership and governance Expected standard

Recognising that the school was not performing as it should, trustees, governors and executive leaders have worked effectively to rapidly improve the school. Windsor Park Middle School is emerging from a period of turbulence in leadership. Leaders new to the school or in new positions have now settled into their roles.

p.3

Leadership and governance Expected standard

Trustees, governors and the chief executive officer are tirelessly ensuring sustainable school improvement. They have significantly sharpened the impact of governance by making clear the specific roles of local governors, trustees and executive leaders. They have made sure that the school has the resources it needs to improve quickly and have developed a strategy which embeds trust leaders in the school. As a result of this, new school leaders are benefiting from the professional development they need to secure even better outcomes for pupils. The trust has developed the school’s systems and processes effectively. This is securing improvements in many aspects of the school’s work, such as quality assurance, curriculum development and teaching. As a result of the trust’s work, the school is now in a position to improve consistently.

p.3

Leadership and governance Expected standard

Generally, staff feel that the school is a more supportive place to work, that they are well supported and that professional development meets their needs. They feel that relationships between staff and leaders are significantly better than they have been in the past. Parents are also beginning to notice the improvement in school standards and communication. Many parents recognise that the support for pupils’ wellbeing is effective, and they value this.

p.4

Personal development and wellbeing Expected standard

Leaders have made sure that the curriculum for personal development builds pupils’ knowledge and understanding over time. Pupils revisit topics in different year groups, developing a greater understanding. The curriculum enables pupils to understand a range of faiths, cultures and traditions, and teaches pupils how to stay safe offline and online. All pupils benefit from learning about careers. They meet a range of employers and learn about different routes into work.

p.4

Personal development and wellbeing Expected standard

Pupils learn about tolerance and respect, the rule of law and democracy. Their understanding of these fundamental British values is developing over time. The school’s approach to relationships and sex education is effective. Over their time in the school, pupils develop an age-appropriate understanding of how to have positive relationships, keep themselves safe and be healthy.

p.4

Personal development and wellbeing Expected standard

Leaders have a strategic approach to ensuring that all pupils take part in the wider life of the school. They identify more vulnerable pupils and those who do not take part, and create activities which help these pupils develop their character, new skills and social skills. As a result, all pupils take part in enrichment activities, represent the school, take on leadership opportunities and go on trips.

p.4

Personal development and wellbeing Expected standard

Pupils benefit from excellent pastoral care. They know that they can go to pastoral leaders with any issue they have, and many seek support when they need it. This means that small problems do not escalate and pupils feel safe and confident in school. Staff are vigilant to pupils’ wellbeing, and their care for pupils is notable. Where pupils need more specialist support, the school provides this quickly, working with other agencies to meet pupils’ needs.

p.4

What it's like to be a pupil at this school

Windsor Park Middle School is a happy and friendly place in which to learn. Pupils enjoy their time in school. They are loyal to their school; they speak highly of it and love being a part of decision-making. Pupils attend well and generally arrive at lessons ready to work hard, with a genuine interest in what they are learning. Younger pupils particularly appreciate practical work, for example the excitement of doing experiments in science laboratories and manufacturing in design and technology.

p.4

What it's like to be a pupil at this school

Pupils behave well in lessons and at social times. They respect, and are kind to, one another. They have excellent relationships with staff. Staff know pupils very well. This means that whenever pupils have problems, there is someone who can help. In the rare occurrence that bullying happens, pupils say that it is dealt with well. As a result, pupils feel safe in school.

p.5

What it's like to be a pupil at this school

Teachers make sure that pupils have a voice. In classrooms, pupils share their ideas confidently and ask questions when they are unsure. Pupils typically achieve well here. Where pupils have barriers to their learning, generally the school supports them to do well from their starting points.

p.5

What it's like to be a pupil at this school

Pupils love the range of activities available outside the classroom. No one is left out: all pupils take part in these activities because leaders make sure there is something for everyone and break down barriers to participation. Some pupils enjoy helping to run clubs and activities, take on pupil leadership positions and represent the school. These opportunities support pupils' personal development effectively.

p.5

Next steps

Leaders should continue to develop the school’s curriculum to make sure that pupils are even better prepared for their next steps. Leaders should continue to develop the consistency of support teachers give to pupils with special educational needs and/or disabilities.

p.5

About this inspection

This school is part of the Innovate 2 Educate Partnership, a multi-academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Kerry Rochester, and overseen by a board of trustees, chaired by Colin Haswell.

p.5

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.5

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.5

About this inspection

Inspectors spoke with pupils, teachers, school leaders, executive leaders, members of the local academy council and trustees during the inspection.

p.5

About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

p.5

Team inspectors:

Peter Bassett, Ofsted Inspector Hayley Clarke, Ofsted Inspector

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.6

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.6

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England. This school is registered as having a Church of England religious character. It is in the Diocese of Lichfield. Its last section 48 inspection was in April 2023.

p.6

What does this mean?

Executive Headteacher: Annie Grattage National average: 1,154

p.6

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.7

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.7

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.7

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.8

average

2024/25 (final) 54% 62% Close to average

p.8

average

2023/24 (final) 62% 61% Close to average

p.8

average

2022/23 (final) 60% 60% Close to average

p.8

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.8

average

2024/25 (final) 74% 75% Close to average

p.8

average

2023/24 (final) 77% 74% Close to average

p.8

average

2022/23 (final) 73% 73% Close to average

p.8

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.8

average

2023/24 (final) 74% 72% Close to average

p.9

average

2022/23 (final) 74% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

average

2024/25 (final) 79% 74% Close to average

p.9

average

2023/24 (final) 79% 73% Close to average

p.9

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.9

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.9

average

2024/25 (final) 35% 47% Close to average

p.9

national average

2022/23 (final) 38% 44% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

average

2024/25 (final) 59% 63% Close to average

p.10

average

2023/24 (final) 69% 62% Close to average

p.10

average

2022/23 (final) 69% 60% Close to average

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.10

average

2022/23 (final) 63% 58% Close to average

p.10

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (final) 53% 61% Close to average

p.11

average

2022/23 (final) 63% 59% Close to average

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.11

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.11

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.12

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.13

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.13

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.13

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.13

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.14

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.14

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.14

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.14

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.14