Windsor Girls’ School, located in Windsor, Berkshire, underwent its first graded inspection by Ofsted on May 14 and 15, 2024. The school is led by two headteachers, Peter Griffiths and Eimear O’Carroll, and is part of The Windsor Learning Partnership trust. The overall effectiveness of the school was rated as requiring improvement, while the quality of education, personal development, and sixth-form provision were rated as good. However, behaviour and attitudes, as well as leadership and management, were identified as areas needing improvement.
The school fosters an inclusive and friendly environment where pupils are encouraged to celebrate their individuality and diversity. Initiatives such as world culture day and national recognition days help prepare students for modern life in Britain. Although there have been improvements in pupil behaviour, inconsistencies remain in their attitudes towards learning. Some students struggle to focus during lessons, which affects their overall learning experience. Attendance is also a concern, with a significant number of pupils frequently absent, impacting their education.
Despite these challenges, many students enjoy their learning and appreciate the variety of extracurricular activities available, including performing arts and sports. The school has a broad and ambitious curriculum, with clear expectations in many subjects. However, in some areas, the curriculum is still being developed, leading to a lack of clarity regarding key knowledge and skills. School leaders are committed to improving the curriculum and developing the expertise of curriculum leaders to enhance pupil achievement.
Most teachers are subject specialists who present information clearly, aiding pupil understanding. However, some lesson activities do not maximize learning potential. The school has prioritized improvements in identifying and meeting the needs of pupils with special educational needs and disabilities. Many students are beginning to benefit from appropriate support, particularly through effective nurture groups that help them develop emotional regulation and independence.
Pupils also have opportunities to read with staff, and additional support for reading has recently been introduced, although its impact is still emerging. In the sixth form, students demonstrate positive attitudes towards their learning, with high attendance and engagement levels. However, this positive attitude is not consistently reflected across the rest of the school, where some pupils lack confidence and do not engage fully in their learning.
The personal development curriculum is comprehensive, covering essential topics for pupil safety and well-being. Strong community links foster responsible citizenship, and the majority of pupils receive quality careers education, leading to suitable post-school opportunities. Staff morale is high, with many feeling well-supported and proud to work at the school. However, the approach to school development lacks consistency, and leaders need to follow up on improvement plans with greater rigor.
The safeguarding arrangements at the school are effective, ensuring pupil safety and well-being. To improve, the school must address inconsistencies in curriculum planning and implementation across subjects, enhance pupil attendance, and foster a more positive attitude towards learning among all students. By maintaining a focus on these areas, the school can work towards providing a more consistent and effective educational experience for its pupils.
