Windmill CofE (VC) Primary School

Windmill CofE (VC) Primary School

Address: Upper Batley Lane, Batley, West Yorkshire, WF17 0NP Unique reference number (URN): 139912

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

From the early years, and through the school, pupils are well prepared for their next steps. Pupils typically achieve well over time with most outcomes being at or above national averages in national assessments. Typically, pupils learn the intended curriculum and use subject-specific vocabulary accurately and explain their learning with increasing confidence.

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Achievement Expected standard

Published outcomes do not fully reflect the progress that disadvantaged pupils, and pupils previously known to social care, are making across the curriculum. This is influenced by the complex barriers to learning faced by many pupils within these vulnerable groups, including pupils with special educational needs and/or disabilities. Pupils' work across the curriculum, alongside discussions with pupils about their learning, demonstrates that generally pupils facing barriers to their learning remember the intended curriculum well and achieve successfully from their diverse starting points.

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Achievement Expected standard

Most pupils develop a secure knowledge in English and mathematics that enables them to access the wider curriculum successfully. Pupils typically learn to read and write fluently at an age-appropriate level. Handwriting is generally neat and accurately formed although some pupils struggle with this and are not receiving the targeted help they need to address gaps in letter formation, spelling and basic sentence formation.

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Attendance and behaviour Expected standard

Leaders have established rigorous systems to monitor attendance and absence. They act swiftly to address concerns. The school sets clear expectations and engages with external agencies to support and challenge parents and carers when necessary. Attendance is improving and rates of persistent absence are falling over time, including for disadvantaged pupils. Most pupils who previously struggled to attend well are now attending more regularly.

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Attendance and behaviour Expected standard

Pupils behave well. They treat each other and those around them with respect and kindness. Clear routines, boundaries and expectations are in place. Pupils know exactly what is expected of them. Bullying is rare. If it happens, leaders take effective action to deal with it quickly. Leaders have created a school culture in which discrimination and harassment are not tolerated. In lessons, most pupils are on task and engaged in their learning. Behaviour around school is calm, orderly and positive.

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Attendance and behaviour Expected standard

If pupils struggle to manage their emotions and behaviour, leaders adapt their approach to support them. Adults teach pupils a range of strategies to help them to manage their emotions and behaviour and to communicate to others how they are feeling. Over time, pupils learn to manage their feelings and behaviour well. Pupils demonstrate empathy towards their peers who may at times need this additional support.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the curriculum and how well it is taught across the school. The curriculum is broad and ambitious. Leaders have prioritised securing pupils’ knowledge in reading, writing and mathematics. The teaching of phonics is effective. Pupils learn letter sounds and begin to form letters with increasing accuracy from the start of the early years. Reading is at the heart of the curriculum. For example, in key stage 2, pupils engage with a class library of books carefully selected by staff.

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Curriculum and teaching Expected standard

Leaders have worked on their approach to teaching writing to ensure more pupils can achieve as well as they should. Throughout school, pupils have many opportunities to practise and build their writing compositions independently. However, some pupils still have gaps in their knowledge of letter formation, spelling and how to form simple sentences. This limits pupils’ ability to write with accuracy and fluency.

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Curriculum and teaching Expected standard

Leaders have made sure that staff have the subject knowledge that they need to teach the curriculum well. This helps pupils to secure important learning in each subject. Typically, teachers deliver new learning clearly. Staff provide appropriate support so that pupils with special educational needs and/or disabilities can access the curriculum successfully.

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Early years Expected standard

Leaders recognise the importance of the early years. The school works closely with parents and carers in early years from the start. Staff build positive relationships with children and their families so that they can get off to the best possible start. Children are well cared for. They behave well, following familiar routines with increasing confidence and independence.

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Early years Expected standard

Leaders have created an ambitious curriculum that identifies and sequences the important knowledge that they expect children to learn. Staff design activities that help children to secure the essential learning that they need in communication and language, reading, writing and mathematics. Children enjoy learning rhymes, songs and stories. Staff teach phonics lessons effectively and check that pupils understand their learning. As a result, children make steady progress through the phonics programme. Children with special educational needs and/or disabilities, and others who experience barriers to learning receive well-considered support.

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Early years Expected standard

Relationships between staff and children are warm and nurturing. Staff use regular, high ‑ quality interactions to build pupils’ language, communication and vocabulary.

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Early years Expected standard

Early years staff share detailed pupil information with staff in Year 1, including phonics knowledge, children's writing and number skills. This enables staff to swiftly address any gaps in pupils' knowledge and skills as they move into Year 1.

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Inclusion Expected standard

Leaders have created an inclusive culture in which pupils' needs are identified swiftly and accurately. This includes pupils with special educational needs and/or disabilities (SEND). Staff look out for early signs of any barriers to learning and/or wellbeing, including for disadvantaged pupils or those known to social care. They ensure that pupils with SEND, including in the additionally resourced provision and within The Bungalow provision, receive timely and appropriate support. When additional expertise is needed, leaders work effectively with external agencies. Staff training is a priority. Leaders have sourced a range of specialist support and guidance to enhance staff understanding of a wide range of complex needs. Adaptations to learning are well considered and purposeful. Pupils make suitable progress through the curriculum as a result.

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Inclusion Expected standard

The school uses its additional funding appropriately so that pupils can benefit fully from what the school provides. This ensures that when pupils have gaps in their knowledge they receive timely interventions. Leaders monitor the impact of additional support and make changes to provision when necessary. Pupils with SEND and those who are disadvantaged, learn well through the curriculum as a result.

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Leadership and governance Expected standard

Leaders and governors have a clear strategic oversight of the school. They ensure that this shared vision and values are central to any decisions they make about the curriculum, teaching and the broader experiences offered to pupils. Leaders have an accurate understanding of the quality of the school’s provision. This informs their decisions about what they need to do to continue to improve. For example, leaders identified that they needed to develop pupils ability to express their thoughts clearly and fluently through spoken language. Leaders worked with experts to build staff knowledge and expertise in this area. As a result, this work has had a positive impact on pupils’ language and communication.

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Leadership and governance Expected standard

Governors know the school and the local community well. They ensure that they meet their statutory responsibilities. Governors provide appropriate support and strategic challenge to leaders.

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Leadership and governance Expected standard

Staff are positive about the leadership of the school. They know that leaders make decisions to support them with their workload and wellbeing where possible. Leaders give staff the support and a range of professional development opportunities to build their expertise. This includes accessing external training linked to their roles and taking part in local networks to share practice.

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Leadership and governance Expected standard

Leaders and staff are committed to working in partnership with parents and carers. They engage with external professionals, where appropriate, in the best interests of pupils. Parents value the communication that they receive from school about their children’s achievements, both academic and personal.

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Personal development and wellbeing Expected standard

Leaders place personal development and wellbeing at the heart of school life. They ensure they lead this work with clear purpose and shared values. Leaders have designed a programme that reflects the school's context and the local heritage. They ensure that all pupils, including those who face barriers to learning and participation, benefit from the school’s offer. Leaders adapt the content of the curriculum to address any issues that may arise, such as the use of social media.

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Personal development and wellbeing Expected standard

The personal development programme builds pupils’ social, moral, spiritual and cultural understanding in a planned and thoughtful way. Pupils learn about different faiths, cultures and beliefs. They visit places of worship and learn about celebrations and festivals from a range of communities. The school teaches British values and protected characteristics effectively. The school has developed links with a school in Tanzania and pupils lead initiatives to raise money to support the pupils there.

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Personal development and wellbeing Expected standard

Pupils learn how to keep themselves safe online and offline. They know how to make good choices that protect their health and wellbeing. For example, healthy eating and the risks associated with drugs and alcohol. All pupils access this work, including pupils with special educational needs and/or disabilities. Staff remove barriers so all pupils take part.

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Personal development and wellbeing Expected standard

Pupils value the range of trips and experiences. They enjoy developing interests and talents beyond lessons. Some pupils feel they have not yet had the opportunity to try many new opportunities. Leaders are aware and continue to develop the extra-curricular offer. The Year 6 residential trip help pupils grow in confidence and independence. Pupils see these experiences as steps towards adult life.

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Personal development and wellbeing Expected standard

Effective pastoral systems support pupils and their families. Staff know pupils well and listen carefully to them. Pupils feel heard and supported. This approach helps pupils manage the challenges they face and build resilience.

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

Pupils enjoy coming to school and feel that they belong. Positive relationships with staff help them to feel welcome and safe. Pupils are taught to ‘do everything in love’. They are encouraged to support and include one another. For example, they make sure no one is left out during playground games. Staff know pupils as individuals. They understand their needs and interests. They use this knowledge to reduce barriers to pupils’ learning and wellbeing. This is especially the case for pupils with special educational needs and/or disabilities (SEND).

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

Typically, pupils achieve well as they move through the school. They are well prepared for secondary school. They are enthusiastic about their learning because it is interesting and includes varied practical experiences. Visits to places such as museums, the farm and places of worship help pupils understand and remember important knowledge and skills.

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

Pupils with SEND are included in all aspects of school life. Targeted support helps them to make steady progress from clearly identified starting points. Disadvantaged pupils benefit from some opportunities that broaden their experiences and support their learning well.

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

Pupils try hard to meet the school’s high expectations of behaviour. They behave well and demonstrate positive attitudes to learning. Pupils understand the difference between right and wrong. As a result, bullying is rare. Pupils know they should speak to an adult if they are worried. Staff deal with any issues quickly. Most pupils are keen to attend school and do so regularly. When attendance rates dip, staff act quickly and work with families to reduce the barriers that lead to absence.

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

Pupils learn how to keep themselves safe. They understand online risks, how to keep themselves safe in the local area and develop an age-appropriate understanding of healthy and unhealthy relationships. They enjoy the many leadership opportunities, such as school council, digital leaders and travel ambassadors. These help pupils to take responsibility.

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Next steps

Leaders should ensure pupils across school are secure in their letter formation and writing transcription before they go on to apply that knowledge in longer and more complex writing tasks. Leaders should continue to broaden the range of experiences that enable all pupils to develop their talents and interests. This should be tailored to the context and pupils’ aspirations and leaders should ensure that pupils, including those who may face barriers to their learning and/or wellbeing, participate and benefit fully.

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About this inspection

The chair of the board of governors in this school is Ann Midgley.

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About this inspection

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

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About this inspection

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

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About this inspection

Inspectors spoke with school leaders, staff, pupils, parents, a representative from the local authority and a representative from the diocese during the inspection.

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About this inspection

The inspector(s) confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Leeds. Its last section 48 inspection was in January 2024.

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About this inspection

The school includes provision for pupils with other difficulties/ disabilities. This specially resourced provision has places for 9 pupils.

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Ginny Robinson, Ofsted Inspector Sinead Fox, Ofsted Inspector Ian Mottram, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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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.

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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.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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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.

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average

2024/25 (final) 68% 62% Close to average

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average

2023/24 (final) 63% 61% Close to average

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average

2022/23 (final) 55% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 75% 74% Close to average

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average

2022/23 (final) 71% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2022/23 (final) 68% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 78% 74% Close to average

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average

2023/24 (final) 72% 73% Close to average

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average

2022/23 (final) 80% 73% Close to average

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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.

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mathematics

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

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average

2023/24 (final) 42% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

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

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average

2023/24 (final) 67% 58% Close to average

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average

2022/23 (final) 47% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2023/24 (final) 58% 59% Close to average

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average

2022/23 (final) 47% 59% Close to average

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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national average

2023/24 (3 term) 5.0% 5.5% Close to average

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Persistent absence

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

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national average

2023/24 (3 term) 12.7% 14.6% Close to average

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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