Windermere Primary School, located in St. Albans, Hertfordshire, has recently undergone an ungraded inspection on 22 and 23 November 2023. The overall judgement remains good, although evidence suggests that the school may not achieve the same rating if a graded inspection were conducted at this time. The next inspection will be a graded one, which will provide a clearer picture of the school's current performance.
Pupils at Windermere Primary School express enjoyment in their school experience, describing it as friendly and happy. The adults in the school greet students each morning, ensuring they are ready to learn, which contributes to a sense of safety among the pupils. Attendance is regular, and while most students behave well, some may become overly excitable and require reminders to focus on their lessons. The school offers a variety of opportunities for pupils to engage in sports and extracurricular activities, including school trips and fundraising events that allow students to choose their preferred activities.
The school has high aspirations for pupil achievement, but many students face gaps in their knowledge due to a previously poorly constructed curriculum. New staff have worked to implement effective planning across all subjects, which is beginning to yield positive results in student learning. However, the school is still in the early stages of these changes, and the full impact of the new curriculum has yet to be realized.
Despite recent staff turnover, the new teachers have quickly identified weaknesses in the curriculum and initiated changes. These adjustments are still being implemented, and the school has not yet had sufficient time to evaluate their effectiveness. The new subject plans focus on key knowledge that pupils need to learn and remember, with strong foundations laid in the early years. Adults effectively support children in developing their language skills, and well-planned activities promote speaking and listening.
While pupils engage well with their learning, some teachers lack the necessary training and time to develop their expertise across all subjects. This has resulted in challenges in identifying gaps in pupils' knowledge, particularly for those with special educational needs and disabilities. Consequently, these students do not achieve as well as they could in certain subjects.
Assessment strategies are more effective in mathematics and reading, where teachers can identify gaps and provide necessary support. However, this level of assessment is not as developed in other areas of the curriculum. The school has introduced a new phonics program aimed at addressing weaknesses in pupils' phonics knowledge, but the implementation has not been consistent, leading to slower progress for struggling readers.
Pupils demonstrate positive behavior, showing care for one another and engaging in cooperative play. The school promotes understanding of diversity and democracy, encouraging pupils to respect differing views. New staff have fostered a collaborative approach to school improvement, and staff appreciate the support from leaders during this transition.
The safeguarding arrangements at Windermere Primary School are effective, ensuring the safety and well-being of all pupils. However, the school must address the legacy of weaker phonics teaching to help struggling readers catch up more effectively. Additionally, leaders need to ensure that all staff receive the necessary professional development to enhance their subject knowledge and address gaps in pupils' learning. Clear assessment practices must be established in foundation subjects to provide a comprehensive understanding of pupil progress. The recent changes in subject leadership require adequate monitoring to ensure that curriculum plans are effective and that pupils make the best possible progress across all areas of learning.
