Windsor Girls' School

Windsor Girls' School

Address: Imperial Road, Windsor, Berkshire, SL4 3RT Unique reference number (URN): 141852

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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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Inclusion Strong standard

Inclusion is central to the school’s work. Leaders create a culture in which pupils are valued and well supported. They are committed to ensuring that pupils thrive personally and academically and develop a secure sense of belonging.

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Inclusion Strong standard

Leaders have a detailed understanding of the barriers pupils face to their learning and/or wellbeing. This includes those pupils with special educational needs and/or disabilities, those who are disadvantaged and those known to social care. This identification begins before pupils join the school through effective partnerships with middle schools and other professionals. Leaders prioritise positive relationships with parents and carers, so they feel included in decisions about their child’s education.

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Inclusion Strong standard

Leaders ensure that staff receive detailed and useful information about pupils’ needs and starting points. As a result, staff understand pupils’ barriers to learning well and know how to address them. High-quality professional development equips staff with the expertise to support pupils effectively. Consequently, pupils receive help that is well matched to their individual needs. Leaders check the impact of this support and make timely adjustments when required.

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Inclusion Strong standard

Leaders use additional funding thoughtfully to help disadvantaged pupils overcome barriers to learning and wellbeing. Where required, they adapt provision, so pupils receive the most appropriate support and achieve well from their starting points. The school uses alternative provision, when it is in a pupil’s best interests.

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Leadership and governance Strong standard

Leaders, trustees and governors share a clear, ambitious vision for the school. They work collaboratively to improve the school at pace. Leaders make decisions in the best interests of pupils, particularly to help pupils to overcome any barriers to their success. They identify appropriate priorities and take swift, effective action to strengthen the school’s work. Leaders’ decisive actions are having a positive impact on pupils, including improving behaviour, raising achievement and driving further improvements in attendance.

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Leadership and governance Strong standard

Leaders at all levels are very ambitious for pupils. They understand their roles in driving the school’s improvement priorities. Staff, including early career teachers, are well supported. Leaders are approachable, and set high standards that benefit pupils and staff. Staff's wellbeing is as important to leaders as pupils' wellbeing. Staff value the high-quality professional development they receive and the support leaders provide to help manage their workload. They are proud to work at the school and are dedicated to its pupils and the community it serves. Parents and carers hold the school in very high regard. They value the school’s ambitious culture, strong communication and care for pupils.

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Leadership and governance Strong standard

Trustees and governors have the skills and knowledge required for their roles. They have a secure and detailed understanding of the school. Those responsible for governance fulfil their statutory duties with rigour. They provide leaders with highly effective challenge and

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Expected standard

support. They work alongside leaders very well to evaluate the impact of leaders’ actions. Their work contributes directly to the school’s continued improvement.

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Achievement Expected standard

Pupils, including those who are disadvantaged, typically achieve well at the end of key stage 4. Overall, published examination results are broadly in line with national averages. Pupils achieve very well in humanities, where outcomes are above average. Those with special educational needs and/or disabilities make suitable progress from their starting points. Consequently, pupils are well prepared for their next steps in education, employment or training.

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Achievement Expected standard

On the whole, across the curriculum, pupils build their knowledge effectively over time. They articulate their thinking with confidence and take pride in their work. They develop confident reading, writing and mathematical skills. When pupils have not yet secured foundational knowledge in English or mathematics, staff provide targeted support, so they can catch up.

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Achievement Expected standard

In the sixth form, students who study A level qualifications generally attain outcomes that are in line with national averages. A small proportion of students take vocational qualifications, and their results are below national averages. Leaders recognise this and have taken appropriate action to address it.

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Attendance and behaviour Expected standard

Leaders prioritise improving attendance. A sense of belonging sits at the heart of their work. Leaders promote the importance of regular attendance with staff, parents and carers and pupils, so the whole community understands its significance. They know pupils and families well and understand the barriers that affect attendance. Leaders analyse attendance information carefully to identify patterns and target support for individual pupils and groups. They implement a range of strategies with precision. These approaches are having a positive impact, although improvements are not yet consistently seen in the attendance of some pupils.

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Attendance and behaviour Expected standard

Since the previous inspection, behaviour has improved significantly. Leaders have introduced a clear and effective behaviour system and embedded a respectful culture. Staff maintain consistent routines extremely well. Pupils rise to these expectations. They behave maturely and responsibly and show positive attitudes to learning. Classrooms are calm and purposeful, and pupils settle to work quickly. Low-level disruption is extremely rare. Pupils are polite and respectful towards staff and each other. Leaders do not tolerate bullying or discrimination. Such incidents are unusual, and pupils are confident that staff will deal with any concerns quickly and fairly.

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Curriculum and teaching Expected standard

Leaders have constructed an ambitious and well-sequenced curriculum. They have clear expectations for how it should be taught. Since the last inspection, leaders have developed the ‘Windsor 7’ approach to teaching. This sets out consistent principles for staff and is underpinned by evidence based research and ongoing professional development. Leaders check rigorously that their expectations are realised through regular reviews of teaching and how well pupils learn.

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Curriculum and teaching Expected standard

Typically, the curriculum is taught well. Staff use their secure subject knowledge to present new ideas clearly. They design activities that support pupils’ learning appropriately. Staff provide targeted support for disadvantaged pupils and those with special educational needs and/or disabilities, so they can access the curriculum and learn successfully. Teachers use a range of strategies to check pupils’ understanding regularly. These are generally effective. However, at times, teachers do not identify errors in pupils’ work or spot misconceptions precisely enough.

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Curriculum and teaching Expected standard

Teaching helps pupils secure the key foundational knowledge in reading, writing and mathematics. Teachers support pupils to apply this knowledge across different subjects. Leaders place a clear emphasis on reading. Staff identify pupils who need extra help quickly and provide effective support. Sixth form students also help younger pupils build confidence through regular paired reading.

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Personal development and wellbeing Expected standard

Leaders have designed an ambitious personal development programme that supports pupils well. Pastoral provision is effective and closely matched to pupils’ needs. Staff place clear emphasis on care, so pupils feel very well supported. This helps pupils form a sense of belonging.

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Personal development and wellbeing Expected standard

Pupils follow a well-considered personal, social, health and economic curriculum, alongside relationships and sex education, that reflects the school’s context. This gives them regular opportunities to explore important themes. Pupils develop suitable knowledge about healthy relationships and the dangers linked to drugs, alcohol, smoking and vaping. They are mindful about spending too much time online and know how to manage risks associated to social media. Pupils demonstrate openness and tolerance of difference. They also learn about different cultures and faiths, including through the ‘culture day’, where they experience foods and traditions from around the world.

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Personal development and wellbeing Expected standard

Pupils gain a wide, rich set of experiences that enrich their lives now and broaden their horizons for the future. Leaders carefully track pupils' participation to ensure that everyone benefits from these activities, which are open to all. Pupils have a variety of opportunities to contribute to the school, whether through leadership roles or charitable endeavours. Staff nurture pupils’ interests and talents through a wide range of clubs, including rowing, hockey, art and The Duke of Edinburgh’s Award. Music and drama events give pupils the chance to shine. A diverse programme of local and global trips deepens pupils’ experiences and brings learning to life. Pupils receive appropriate advice about their future options and career choices. They are provided with regular experiences to engage meaningfully with local employers and further education providers. As a result, pupils are well prepared for the next stage in their

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Personal development and wellbeing Expected standard

education, apprenticeships or employment.

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Post-16 provision Expected standard

Leaders have created an ambitious curriculum for sixth-form students. Academic and vocational qualifications meet students’ needs and aspirations and provide suitable routes to their next steps. Students who face barriers to their learning benefit from appropriate support from staff.

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Post-16 provision Expected standard

Typically, teachers deliver the curriculum effectively. They have secure subject knowledge, explain concepts clearly and develop students’ independence. Assessment is typically used effectively. However, at times, teachers do not identify errors in students’ work or spot misconceptions precisely enough.

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Post-16 provision Expected standard

Students generally achieve well from their starting points. They articulate their knowledge clearly, and their work is of high quality. Leaders are ambitious for outcomes to improve further. They maintain secure oversight of the sixth-form provision.

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Post-16 provision Expected standard

Students are happy and feel valued. They build supportive relationships with staff, which they see as a strength of their experience. Students take part in an extensive range of enrichment opportunities, including the performing arts and the Duke of Edinburgh’s Award. They take their leadership responsibilities seriously, for example, by supporting younger pupils to develop their reading skills. Students also receive clear careers advice and tailored guidance that helps them make informed decisions about their next steps. Consequently, they leave the sixth form resilient, independent and well prepared for education, employment or training.

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

Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, thoroughly enjoy learning at this welcoming school. Older pupils say the culture of the school has been transformed in recent years. It is now a happy, positive and calm environment. Leaders have established clear routines that pupils understand and follow. Consequently, pupils feel safe.

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

The school is highly inclusive. Older pupils, including those in the sixth form, act as positive role models and contribute effectively to the school's caring and respectful culture. Pupils have a genuine sense of belonging. They are kind and respectful to each other. Relationships between staff and pupils are supportive and respectful. Bullying is not tolerated and is dealt with quickly and effectively. Most pupils enjoy coming to school. However, a minority do not attend regularly enough.

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

Pupils benefit from an ambitious and well-planned curriculum that is delivered through engaging lessons. Staff help pupils persevere with challenging learning. They know pupils well and provide effective support to help them overcome any barriers to learning and/or wellbeing. As a result, pupils thrive and typically achieve well from their starting points, including disadvantaged pupils.

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

Pupils experience a wide range of carefully tailored enriching opportunities. They learn about the value of contributing to others through regular charity events. Leadership roles, such as being a school councillor or house captain, allow pupils to take responsibility and influence school life. Leaders provide many opportunities for pupils to develop their talents and interests, and most pupils make good use of these. They develop into confident, considerate and inquisitive individuals who are well prepared for life beyond the school.

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Next steps

Leaders should ensure that highly effective teaching strategies, including the precise use of assessment, are fully embedded across the curriculum so that pupils achieve highly. Leaders should continue to improve pupils’ attendance by ensuring that their attendance strategies lead to sustained improvements for identified individuals and groups.

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About this inspection

This school is part of Windsor Learning Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Jane Davies, and overseen by a board of trustees, chaired by David Oliver.

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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

This inspection took place from 22 to 23 September 2026.

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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.

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About this inspection

Inspectors spoke with the headteacher, other senior and curriculum leaders, staff and pupils. The lead inspector spoke with the chair of trustees and another trustee, the chair of the local governing board, the CEO and the governance professional for the trust. An inspector also spoke with representatives from alternative provision. Inspectors also reviewed the findings of the parent, staff and pupil Ofsted online surveys.

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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.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school has undergone several changes to leadership since the last inspection. The chair of trustees took up his post in September 2024. The headteacher was appointed in

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Team inspectors:

Tajinder Bhambra, Ofsted Inspector Wendy Hemmingsley, Ofsted Inspector Nabila Jiwa, 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 22 September 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?

January 2025. The CEO took up her post in September 2026, having initially been appointed as executive headteacher and director of secondary education in April 2025.

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What does this mean?

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

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What does this mean?

Headteacher: Ben Garner 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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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 43.2% 45.4% Close to average

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national average

2023/24 (final) 46.9% 45.9% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 45.7 46.1 Close to average

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national average

2023/24 (final) 49.2 45.9 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) 0.12 -0.03 Close to average

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national average

2022/23 (final) 0.19 -0.03 Close to average

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national average

2021/22 (final) 0.09 -0.03 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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 23.3% 25.8% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 36.5 34.9 Close to average

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national average

2023/24 (final) 36.1 34.6 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.41 -0.57 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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2024/25 (final) 33.79 35.00 Close to average

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national average

2022/23 (final) 34.65 34.16 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (final) 0.0 0.0 Close to average

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national average

2023/24 (revised) 0.0 0.0 Close to average

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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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