St Edward's Royal Free Ecumenical Middle School, Windsor

School, Windsor

Address: Parsonage Lane, Windsor, Berkshire, SL4 5EN Unique reference number (URN): 110086

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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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Attendance and behaviour Strong standard

Leaders have developed highly effective systems to monitor pupils' attendance and identify any trends in pupils' absence. Leaders work closely with families to understand and help overcome barriers to attendance for individual pupils. Leaders' thoughtful and well- considered approaches help pupils to engage more positively with school and improve their attendance. Pupils' attendance, including pupils with special educational needs and/or disabilities and disadvantaged pupils, is consistently above national averages.

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Attendance and behaviour Strong standard

Pupils are polite and well-mannered throughout the school. They are eager to achieve their best and are very committed to their education. Lessons are calm and very focused. Pupils listen intently and work well together to support each other's learning. In social times, pupils enjoy each other's company, playing games and speaking respectfully.

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Attendance and behaviour Strong standard

Leaders nurture a sense of belonging in the school, built on positive and caring relationships between pupils and staff. Leaders ensure pupils understand their high expectations for behaviour. If there are any incidents of poor behaviour, such as use of discriminatory language or bullying, staff use the school's behaviour policy fairly and effectively to resolve any issues and support pupils to ensure incidents do not happen again.

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Personal development and wellbeing Strong standard

Leaders have developed a well-designed personal development programme that meets the needs of all pupils and reflects the school's context.

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Personal development and wellbeing Strong standard

Staff receive specialist training to ensure the effective delivery of personal, social and health education (PSHE) and relationships and sex education (RSE). Pupils gain an understanding across key themes, including finance, healthy lifestyles, equality and diversity.

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Personal development and wellbeing Strong standard

RSE provides guidance in an age-appropriate way about physical and emotional changes while growing up. Pupils learn how to recognise risk and stay safe, including online and when out in the local community. Leaders prioritise water safety due to the school's location near rivers and reservoirs.

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Personal development and wellbeing Strong standard

Pupils are proud to take on responsibilities and represent the school. Pupils make a positive contribution to the school through leadership roles, including head pupils, the school council, and house captains. For example, pupils are able to suggest different enrichment activities. Leaders put on an extensive range of extra-curricular opportunities. Clubs and competitions nurture pupils' talents and interests, including crocheting, playing recorder, netball and doodling. Residential trips boost pupils' confidence and independence.

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Personal development and wellbeing Strong standard

Leaders ensure that pupils have access to high-quality careers education. Pupils learn about the qualifications they need for different careers. Leaders enable pupils to meet employers and further education providers to help them decide on their next steps.

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Personal development and wellbeing Strong standard

Leaders ensure that faith runs through all aspects of the school's work, building a sense of care and belonging for pupils. Leaders understand the barriers that affect pupils' learning

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Expected standard

and engagement with the personal development programme. Staff carefully select resources and adapt teaching to ensure all pupils benefit from PSHE and RSE in the way that is right for them. Equality of opportunity is a clear priority, reflected in the high participation of pupils, including those with SEND and disadvantaged pupils, in extra- curricular activities. Where needed, leaders provide targeted support through in-school specialists and local charities, helping pupils to develop emotionally and engage positively in school life.

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Achievement Expected standard

Pupils' achievement in national tests at the end of Year 6 is broadly in line with national averages. As pupils move through the school, they develop their skills and knowledge, preparing them well for their next steps.

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Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities, generally achieve well from their starting points. Where some disadvantaged pupils do not achieve as well by the end of Year 6, leaders ensure that they develop the skills and knowledge they need across the curriculum in readiness for their move to upper school.

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Achievement Expected standard

Pupils receive the support they need to close gaps in their learning in reading, handwriting, spelling and mathematics. The development of this foundational knowledge enables pupils to learn well across all subjects. Pupils know, understand and use subject-specific vocabulary accurately and are increasingly able to apply their knowledge to more complex learning.

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Curriculum and teaching Expected standard

Leaders have developed a broad and ambitious curriculum for all pupils. They have sequenced the important knowledge pupils need to learn so that it builds over time, preparing them well for their next steps.

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Curriculum and teaching Expected standard

Leaders provide training, resources and support to enable teachers to strengthen their subject knowledge. Teachers introduce new learning clearly, promoting pupils' use of subject-specific terminology. They provide opportunities for pupils to reinforce their knowledge and understanding before moving on to more complex ideas.

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Curriculum and teaching Expected standard

Leaders have clear systems in place to identify and support pupils who are falling behind in their foundational knowledge. Staff provide pupils with additional support to improve their reading and writing skills.

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Curriculum and teaching Expected standard

Staff adapt lessons effectively so that disadvantaged pupils and those with special educational needs and/or disabilities can access the same curriculum as their peers.

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Curriculum and teaching Expected standard

Leaders review and refine the curriculum on a regular basis, ensuring it continues to improve. Leaders are continuing to develop the consistency of approaches to checking on pupils' learning. Typically, teachers check on what pupils understand and adapt learning to address any gaps and misconceptions. Occasionally, teachers do not pick up on pupils' misunderstanding swiftly enough to ensure they learn as well as they can.

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Inclusion Expected standard

Leaders have a clear understanding of each pupil's additional needs. Leaders work in partnership with parents, pupils' previous schools and outside agencies, including the virtual school. They ensure that pupils' additional needs are supported effectively both in and out of school.

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Inclusion Expected standard

Leaders provide staff with information and guidance on adaptations to meet pupils' needs. Staff training ensures that specific strategies are used effectively, enabling pupils with special educational needs and/or disabilities to learn well alongside their peers.

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Inclusion Expected standard

Leaders consider carefully the best ways to use additional funding to help disadvantaged pupils overcome barriers to their learning and engagement with school. Personalised approaches support pupils' well-being and help pupils to close gaps in their knowledge and understanding.

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Inclusion Expected standard

Leaders regularly check that the support in place for each pupil is appropriate and effective. Leaders are alert to pupils' additional and changing needs, adapting approaches accordingly. Occasionally, there is some variation in how swiftly leaders adjust adaptations to ensure that pupils achieve as well as they could.

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Inclusion Expected standard

Leaders ensure that the use of alternative provision is well-considered and suitably arranged to meet pupils' needs.

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Leadership and governance Expected standard

Leaders have a clear understanding of the strengths of the school. They consider what needs to improve and then implement strategies which are in the best interests of pupils. Leaders' actions to ensure that pupils have very positive attitudes to their learning and attend well have been effective. Leaders ensure that they provide an education that prepares pupils well for their next steps.

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Leadership and governance Expected standard

Leaders develop collaborative relationships with outside agencies, including the local authority and the virtual school to support the work of the school. Leaders ensure that pupils with special educational needs and/or disabilities and those who are disadvantaged are central to the decisions they make. Leaders focus their actions on ensuring these pupils achieve well and have access to a wide range of experiences.

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Leadership and governance Expected standard

Governors know the school well. They are familiar with all aspects of the school's work and support and challenge school leaders, ensuring that the school continues to improve. They complete their statutory duties to a high level. Leaders, including governors, engage well in their local community, building positive relationships with parents and carers. This includes attending school events to learn more about how parents feel about the school. Staff are well-supported, with leaders giving careful consideration to workload and wellbeing. Leaders provide a high-quality programme of professional learning and support that helps teachers develop their classroom practice, including those new to their role.

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

Pupils are happy and proud to be part of this nurturing school community. They feel valued by staff and confident about where to turn when they need support. Trusting relationships with adults help pupils feel safe and cared for. Pupils' attendance is high.

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

Pupils are polite and courteous towards each other and visitors. They are keen to talk about their school and what they have learned. Pupils know and understand leaders' high expectations of behaviour. If there are any concerns, staff quickly put things right.

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

Pupils learn a broad range of subjects, building their knowledge and skills over time. They are attentive in lessons, motivated by their teachers' specialist knowledge, helping them to understand complex ideas. At the end of Year 6, pupils achieve well from their starting points, with outcomes in national tests broadly in line with the national averages. Pupils in Years 7 and 8 continue to learn well, further developing their understanding and use of subject-specific vocabulary. Pupils are well prepared for their next stages in education.

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

Staff identify when pupils need extra help with learning and provide them with support tailored to their needs. Pupils with special educational needs and/or disabilities and disadvantaged pupils benefit from adaptations to teaching that enable them to access learning alongside their peers and to achieve well.

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

A wide range of enrichment opportunities extends pupils' learning and experiences beyond the classroom. Pupils participate in a variety of popular clubs, such as Bible studies, sports including fencing, and the performing arts. Pupils enjoy visiting local places of historical interest and going on residential trips, including to Paris. Roles, such as form captain and prefects, develop pupils' leadership skills very well. Leaders ensure that all pupils can benefit from these opportunities.

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Next steps

Leaders should ensure that teaching consistently checks pupils' understanding so that misconceptions are identified and addressed quickly. Leaders should ensure that support for pupils with barriers to their learning is reviewed consistently and rigorously so that adaptations are refined promptly.

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About this inspection

The co-chairs of the board of governors in this school are Louise Corfe and Kate Long.

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Team inspectors:

Ed Mather, His Majesty's Inspector Gareth Cross, Ofsted Inspector Jody Murphy, His Majesty's 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 14 July 2026

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481

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

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481

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.

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481

Inspectors spoke with the headteacher, other senior leaders, members of the local governing body, a representative from the local authority and representatives from both dioceses during the inspection.

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481

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.

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481

The inspectors confirmed the following information about the school:

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481

The school is registered as a joint-faith comprehensive school. It is aligned with both the Church of England and Diocese of Oxford. Its last section 48 inspection was July 2024.

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481

The school makes use of 3 alternative provisions, which are all unregistered.

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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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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) 61% 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) 67% 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

2024/25 (final) 78% 75% 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

2024/25 (final) 70% 72% Close to average

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average

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

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average

2022/23 (final) 74% 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) 68% 74% Close to average

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average

2023/24 (final) 75% 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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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (final) 53% 63% Close to average

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average

2022/23 (final) 64% 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

2023/24 (final) 57% 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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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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Persistent absence

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

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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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