Ofsted conducted a short inspection of Windmill L.E.A.D. Academy on 26 February 2019, following its previous judgment of good in January 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team has effectively established a vibrant learning community, fostering a shared commitment among staff to high standards of pastoral care and pupil achievement. Since the previous inspection, the school faced challenges that led to a decline in standards. However, under the leadership of Ms. Teresa Shrestha, who was appointed in September 2017, the team quickly identified areas for improvement and implemented high-quality training supported by the academy trust. This has resulted in improved subject knowledge among teachers and a consistent approach to learning, leading to strong progress for pupils.
Teachers have collaborated to ensure accurate assessments and plan lessons that build on prior knowledge in English and mathematics. Feedback from teachers effectively addresses misconceptions and challenges pupils to enhance their writing. Pupils engage in various writing tasks, including newspaper articles and persuasive letters, which enrich their learning experiences. The school also organizes visits that enhance pupils' understanding, such as a trip to The Holocaust Centre, which inspired high-quality diary entries.
Pupils are becoming more fluent in mathematics and are encouraged to use mathematical language accurately. Teachers maintain high expectations, and pupils demonstrate eagerness to learn. Reading is actively promoted, with pupils engaging with high-quality fiction and participating in independent reading initiatives. The school has made significant strides in improving the quality of teaching for the most able pupils, providing tailored feedback and challenging tasks that extend their learning.
The school has begun to address previous areas for improvement, particularly in subjects like geography, history, and science. Senior leaders are developing the roles of subject leaders to enhance teaching quality across the curriculum. While some improvements have been noted, further embedding of these changes is necessary to ensure consistent progress in all subjects.
Pupils and staff celebrate the diversity of the school community, with effective communication established between leaders and parents. Parents actively support the school, contributing to events that promote cultural understanding. Safeguarding measures are robust, with staff trained to recognize and respond to concerns, ensuring pupils feel safe and supported.
The early years provision has seen strong improvements, creating a welcoming environment for children to learn and develop independence. The teaching of phonics has also improved, with pupils making rapid gains in their learning. The proportion of pupils reaching expected standards in reading, writing, and mathematics has risen sharply, aligning with national averages.
Pupils exhibit thoughtful behavior and take pride in their roles within the school community. Attendance is closely monitored, and efforts to improve it have been successful, with current rates aligning with national averages. The next steps for the school include further developing the quality of teaching in science and foundation subjects and ensuring that pupils consistently apply their knowledge of spelling, punctuation, and grammar across all subjects. Overall, the inspection highlights the school's commitment to continuous improvement and the positive impact of leadership on pupil outcomes.
