Schools & FE · Report card

Windmill Hill Primary SchoolOfsted report card, 15 Sept 2026

Inspected 15 Sept 2026 · URN 145373

Ofsted inspected Windmill Hill Primary School on 15 Sept 2026, led by Kim Bradshaw. This is a report card inspection; the lowest area grade was Expected standard. Source: Ofsted (Open Government Licence v3).

Summary

Report card, graded by area · lowest ExpectedSafeguarding met

Kim Bradshaw (lead), Adrian Fearn, Paul Higginbottom

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
15 Sept 2026
Inspectors verified
Adrian Fearn, Kim Bradshaw, Paul Higginbottom
Postcode verified
S35 1ZD
Name on report verified
Windmill Hill Primary School
Safeguarding verified
Met
URN verified
145373

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+81Very positivemore positive than 69% of report cards whose lowest area grade is Expected standard

StrongExpectedNeeds attentionUrgent improvement

In line with other report cards whose lowest area grade is Expected standard.

Markers show where typical reports of each grade sit.

Praisepositiveeffectivehigh expectationseffectivelyfeel safesuccessfullyhigh-qualityenjoy

Criticismconcernsinconsistenciespersistent absencelownot precisely

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1508w+83
Leadership237w+66
Safeguarding51w−11
What needs to improve58w+60

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance30
“Leaders have high expectations of behaviour.” p.2
Progress & outcomes14
“Children typically make secure progress from their starting points and are generally well prepared for Year 1.” p.3
Reading & phonics12
“High-quality phonics teaching helps them to become confident and fluent readers.” p.5
Curriculum12
“Leaders should continue to ensure that the school’s agreed approaches to the curriculum and teaching are implemented consistently so that pupils build their knowledge effectively over time.” p.5
Parents & families11
“Generally, families value the help they receive and appreciate the positive relationships they build with staff.” p.3
Behaviour8
“Leaders have high expectations of behaviour.” p.2
Wellbeing & mental health8
“Leaders have developed an ambitious and broad programme of personal development and wellbeing.” p.4
SEND & inclusion7
“High-quality phonics lessons support all pupils, including those with special educational needs and/or disabilities, to read independently.” p.2

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,853; about usual (typical 1851)
Reading level: Hard; Flesch 44, typical 44
Average sentence: 14 words
Next steps: 3; typical 2
Hedged sentences: 7%; “some”, “not always”, “most”…

Where the words go

Findings 51%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 37%

Full report text

Windmill Hill Primary School

Address: Ash View, Chapeltown, Sheffield, South Yorkshire, S35 1ZD Unique reference number (URN): 145373

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

Generally, pupils are ready for the next stage of their education. By the time they leave the school, attainment in reading, writing and mathematics is close to national averages. Leaders have correctly identified that achievement for some disadvantaged pupils is not high enough. They are putting in place well-considered actions to improve outcomes for this group.

p.2

Achievement Expected standard

Pupils gain knowledge and skills in a range of subjects. They generally build on prior learning and apply their knowledge successfully as they progress through the school. Pupils learn phonics knowledge successfully and develop into confident readers. Outcomes in the Year 1 phonics screening check have improved steadily over the last 3 years and are above national figures.

p.2

Achievement Expected standard

Most pupils, including those with special educational needs and/or disabilities, make positive progress from their starting points because staff identify needs carefully and provide appropriate support.

p.2

Attendance and behaviour Expected standard

Leaders adopt an individualised approach to improving attendance. They work closely with parents to identify barriers to regular attendance and provide targeted support. This includes accessing breakfast club, support from key adults and assistance with establishing positive routines. As a result, attendance figures are above national figures for most groups of pupils, including those with special educational needs and/or disabilities. However, leaders recognise that attendance remains low and persistent absence remains too high for a small number of pupils. While appropriate support is in place, improvements have not been as rapid as leaders would like for these pupils.

p.2

Attendance and behaviour Expected standard

Leaders have high expectations of behaviour. Pupils move around the school calmly and play well together at social times. In lessons, pupils listen carefully and follow the ‘golden rules’ of the school. Leaders work closely with families to help pupils who need additional support to behave well. Pupils feel safe and know that adults will help them with any worries. Discrimination is not tolerated at this school. Pupils say that bullying is rare and they know that adults would support them if it did happen.

p.2

Curriculum and teaching Expected standard

Since the previous inspection, leaders have developed a well-designed curriculum. It prioritises developing knowledge and skills across different subjects on a 2-year rolling programme. The curriculum is designed to ensure that pupils practise and revisit important knowledge. There are, however, some inconsistencies in how this is implemented in some classes. Some lessons are not well matched to what pupils can already do. Occasionally, teachers do not identify misconceptions quickly enough. This means that, at times, some pupils become less engaged in their learning and do not progress as quickly as they should. Leaders prioritise the importance of securing early skills in reading, writing and mathematics. High-quality phonics lessons support all pupils, including those with special educational needs and/or disabilities, to read independently. Staff ensure that pupils read books matched carefully to the sounds they know. This helps pupils to build fluency and

p.2

Curriculum and teaching Expected standard

confidence. Pupils build a love of reading as they move through the school, through reading texts that excite and challenge them. The recent whole-school focus on handwriting is having a positive impact, particularly on younger pupils, who are developing secure pencil grips and well-formed letters. Staff provide effective support to pupils who need to catch up through targeted interventions.

p.3

Early years Expected standard

Children in the early years make a positive start to their education. Relationships between adults and children are warm and nurturing. Children settle quickly into their new class. They learn new routines and access the classroom and outdoor areas confidently, interacting positively with each other.

p.3

Early years Expected standard

Leaders have designed a curriculum that supports children's learning across all areas of development. They have a clear vision for the early years curriculum and what they want children to learn by the end of Reception. Leaders focus on language development and communication. Staff encourage children to talk about their ideas and experiences. Staff use questioning skilfully to extend children's thinking and develop their understanding. Reading is prioritised from the start. Children enjoy stories, songs and rhymes. Daily phonics, writing and mathematics sessions help children build knowledge steadily over time.

p.3

Early years Expected standard

Adults know children and their families well. They work closely with families to identify children's needs quickly and provide appropriate support for disadvantaged children and those with special educational needs and/or disabilities. Children typically make secure progress from their starting points and are generally well prepared for Year 1.

p.3

Inclusion Expected standard

Leaders and staff work effectively to identify pupils who face barriers to learning. Pupils with special educational needs and/or disabilities (SEND) receive support that reflects their individual needs. Pupils with SEND typically learn alongside their peers and access the same broad and balanced curriculum with adaptations and support. Staff provide help that enables pupils to take part fully in lessons and other school activities. Staff provide specific and effective support for pupils with more complex needs. They know pupils and their needs well and provide personalised learning that supports pupils to make progress towards their targets.

p.3

Inclusion Expected standard

Staff work in partnership with pupils and families to understand their circumstances and needs carefully. When pupils need additional support, staff work closely with parents and other professionals to ensure they are supported well and in a timely manner. Generally, families value the help they receive and appreciate the positive relationships they build with staff.

p.3

Inclusion Expected standard

Leaders spend additional funding to help disadvantaged pupils wisely. This includes targeted reading and mathematics support, as well as access to wider opportunities, such as after-school activities and trips. As a result of this, pupils grow in confidence and participate in lessons alongside their peers.

p.3

Leadership and governance Expected standard

Leaders generally have an accurate understanding of the school's strengths and areas for development. They have identified clear priorities to improve the quality of education and have taken appropriate actions to address these. However, leaders have not focused precisely enough on the attainment and attendance of some pupils.

p.4

Leadership and governance Expected standard

The trustees and members of the local school committee are well informed about key priorities, including achievement, attendance and safeguarding. They access appropriate training, which helps them undertake their role effectively and fulfil their statutory duties. There is an appropriate balance of support and challenge. Regular visits and careful use of information help governors and trustees check the impact of leaders’ actions.

p.4

Leadership and governance Expected standard

Leaders prioritise professional development for all staff. They provide training that is aligned with school improvement priorities. Leaders make sure that training has a positive impact on pupils’ education and wellbeing. Staff appreciate the support they receive from leaders to develop their practice and expertise. Leaders are considerate of staff wellbeing. They seek staff's views and listen to their feedback. Leaders take actions to reduce the workload of staff and offer regular additional staff wellbeing support.

p.4

Leadership and governance Expected standard

Leaders engage with parents and carers and the local community. Parents understand how they can support their children’s learning at home and generally have confidence in the school and in the quality of care that pupils receive. Activities such as stay-and-play sessions, performances and parent workshops help to build effective partnerships.

p.4

Personal development and wellbeing Expected standard

Leaders have developed an ambitious and broad programme of personal development and wellbeing. Alongside the taught curriculum, pupils participate in a range of additional opportunities, such as after-school and lunchtime clubs, visits and experiences. Pupils access clubs such as football club, games club and cooking club. Older pupils have opportunities to enjoy residential visits, which build independence and confidence. All pupils learn a musical instrument and have the opportunity to perform for audiences. Leaders track participation carefully. They ensure that all pupils can access this additional offer. This includes disadvantaged pupils, those with special educational needs and/or disabilities and pupils with other barriers to learning and/or wellbeing. As a result, all pupils participate in enrichment activities. This broadens pupils’ experiences and helps them develop their interests and talents.

p.4

Personal development and wellbeing Expected standard

The relationships and health education curriculum develops pupils’ understanding of healthy relationships and personal safety. Pupils know how to keep themselves safe online and in the local community. For example, they talk about ‘stranger danger’. They know how to stay safe around water and busy roads.

p.4

Personal development and wellbeing Expected standard

The personal, social and health education curriculum is well considered. Leaders ensure that pupils know about forming effective friendships and how to keep their bodies and minds healthy. Pupils develop an age-appropriate understanding of relationships, mental wellbeing and changing bodies. Older pupils confidently discuss fundamental British values, including democracy and the rule of law. Pupils learn about democratic decision making through activities such as voting for school council representatives. They understand how these values relate to life in modern Britain and their life in school.

p.4

Personal development and wellbeing Expected standard

Staff know pupils and their families well. They provide effective pastoral support to pupils who require it. Leaders use approaches that help pupils manage their feelings and emotions. Pupils have access to additional wellbeing support when required.

p.5