School etc

Windmill L.E.A.D. Academy

Windmill L.E.A.D. Academy
Sneinton Boulevard
Nottingham
Nottinghamshire
NG24FZ

0115 9150195

Headed by Mr Dean Pomeroy

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463 pupils aged 2—10y mixed gender
420 pupils capacity: 110% full

260 boys 56%

≤ 2153y294a114b74c105y396y337y388y329y2310y24

200 girls 43%

≤ 283y254a114b94c95y216y257y218y269y2410y23

Last updated: June 26, 2014


Primary — Academy Sponsor Led

URN
139232
Education phase
Primary
Establishment type
Academy Sponsor Led
Establishment #
2004
Open date
Feb. 1, 2013
Reason open
New Provision
OSGB coordinates
Easting: 459013, Northing: 339804
GPS coordinates
Latitude: 52.952, Longitude: -1.1231
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Region › Const. › Ward
East Midlands › Nottingham East › Dales
Area
Urban > 10k - less sparse
Free school meals %
44.60
Trust school
Is supported by a Trust
Learning provider ref #
10040069

Ofsted report transcript

School report

Windmill L.E.A.D. Academy

Sneinton Boulevard, Nottingham, NG2 4FZ

Inspection dates 14–15 January 2015
Overall effectiveness This inspection: Good 2
Previous inspection: Not previously inspected as an academy
Leadership and management Good 2
Behaviour and safety of pupils Good 2
Quality of teaching Good 2
Achievement of pupils Good 2
Early years provision Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

The leadership provided by the L.E.A.D. Academy
There is a very positive culture that has a strong
Parents are very positive about the academy.
The academy ensures pupils’ safety well, and
Attainment is rapidly improving throughout the
Trust, executive headteacher and the current
headteacher has resulted in a transformation in
the quality of education at the academy. It is
rapidly improving in all aspects of its work.
focus on building pupils’ basic skills and preparing
them for life after school.
They appreciate the way it teaches their children
and keeps them safe and happy.
successfully promotes good behaviour, and good
spiritual, moral, social and cultural development.
academy. This is the result of good progress from
pupils’ generally low starting points. Work in
books confirms that pupils throughout the school
achieve well.
Teachers plan lessons that enthuse and engage
Leaders and governors monitor and improve the
The current headteacher’s outstanding leadership,
The governing body holds the academy to account
The Nursery and Reception classes provide children
pupils. They use information from assessments well
to set challenging tasks for most groups of pupils.
quality of teaching well through the robust use of
appraisal and training. This has had a positive
impact on pupils’ good achievement.
together with the good support of senior and
middle leaders, plays a full part in promoting the
academy’s values and good practice in teaching.
well and governors worked very effectively with the
trust to enable the conversion to academy status to
be smoothly and successfully carried out.
with a good start to their school lives. The provision
has rapidly improved under the current outstanding
leader. There are a good range of activities
provided for children that prepare them well for
their future schooling.
Too few pupils reach high standards in reading,
Teachers do not always insist that pupils make
writing and mathematics because the work they
are given is sometimes too easy.
use of the feedback they are given to improve
their work.
The teaching and learning in subjects such as
history, geography and science, are not as
consistently good as those in literacy and
numeracy.

Information about this inspection

  • The inspectors observed teaching in 22 lessons or parts of lessons. A number of lessons were observed
    jointly with the headteacher or the executive headteacher.
  • Meetings and discussions took place with the headteacher and executive headteacher, the chief executive
    of the L.E.A.D Academy Trust, members of the governing body, staff, pupils and parents.
  • Samples of pupils’ work were examined, some with the headteacher or executive headteacher present,
    and several pupils read to the inspectors.
  • Too few parents used the online parent survey, Parent View, for it to be viewed. However, inspectors took
    into account the 104 responses to the academy’s own recent questionnaire. The inspectors also talked to
    parents and took account of 11 questionnaires completed by staff, as well as the academy’s staff
    questionnaire.
  • The inspectors looked at a range of documents produced by the academy, including data on pupils’
    progress and attainment, procedures for safeguarding, the school’s own evaluations of its work, reports
    to the governing body and minutes of their meetings, and the action plans for raising attainment.

Inspection team

Geof Timms, Lead inspector Additional Inspector
David West Additional Inspector
Maxine Lathbury-Cox Additional Inspector

Full report

Information about this school

  • Windmill Primary Academy is larger than the average-sized primary school.
  • The predecessor school, Windmill Primary School, converted to become an academy in February 2013 and
    is part of the L.E.A.D. Academy Trust. When the predecessor school was last inspected by Ofsted it
    required special measures.
  • Eight in 10 pupils are from a minority ethnic background. This is well above the national average. Almost 7
    in 10 pupils have English as an additional language. This is also well above the national average.
  • The proportion of disabled pupils and those who have special educational needs is average, at around
    14%.
  • A very high proportion of pupils, over half of the school, are disadvantaged and supported by the pupil
    premium, which provides additional funding for pupils who are known to be eligible for free school meals.
  • The school has a higher proportion of pupils than average that join or leave the school at times other than
    are usual.
  • The school meets the government’s current floor standards, which set the minimum expectations for
    pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
  • Children attend the Early Years Foundation Stage provision in the Nursery class mainly for half of the day,
    although some stay all day. Children in the Reception classes attend on a full-time basis.
  • The school runs a breakfast club each morning.

What does the school need to do to improve further?

  • Ensure all teachers:
    insist that pupils respond to the feedback they are given and improve their work
    have consistently high expectations of what the most able pupils can achieve and set them suitably
    challenging tasks.
  • Improve teachers’ knowledge of subjects such as science, history and geography so that they are better
    able to plan lessons that bring about good progress in the subjects.

Inspection judgements

The leadership and management are good
  • Since the L.E.A.D. Academy Trust took over the predecessor school it has been transformed and is now a
    good, effective institution. The early work from trust staff, the new governing body and the executive
    headteacher rapidly addressed areas of concern. This work has since been built on, and further
    improvements made, by the outstanding leadership of the current headteacher.
  • The leadership is good rather than outstanding overall because some other leaders are at an early stage
    of developing their roles, and many changes are yet to be fully embedded. Even so, the staff share a clear
    ambition and have very high expectations of all but the most able pupils. Staff willingly develop their skills
    through a range of training activities. They have a very clear and positive focus on doing everything
    possible to improve pupils’ learning to help them succeed. Weaknesses are robustly addressed. Strengths
    are recognised and built on through very effective monitoring and of teachers’ performance.
  • The headteacher has ensured that the focus of the academy over the past two years has been on
    improving the teaching and learning, especially in the basic skills. This has been done through frequent
    monitoring and meetings held every few weeks to check pupils’ progress. Staff have made excellent use of
    information about pupils’ progress to give them suitably demanding work, and to provide extra help to any
    who are falling behind. Because of this focus, pupils’ progress is now at least good.
  • Staff make good use of assessment data. It is used flexibly to organise pupils into different groups for
    mathematics or reading lessons and to plan similar ability groups within classes. Checks on data are
    carried out both within the academy and with staff from other academies, to confirm the accuracy of
    teachers’ assessments of pupils’ work. The academy is preparing appropriately for the changes in national
    assessment systems. This is being discussed and shared throughout the trust.
  • The academy’s self-evaluation is detailed, accurate and identifies what remains to be done to improve the
    school further. This leads to well-focused improvement planning containing appropriate priorities to build
    on the current strengths, so there is a clear capacity to improve further. The headteacher ensures that
    every analysis or judgement made leads to clear actions for improvement. Training to improve teachers’
    professional skills has been sought and used effectively. Training across the academy trust has enabled
    good practice in other schools to be shared with staff.
  • The academy trust has had a positive impact on the school’s success. Good challenge and support is
    provided for leaders through the regular monitoring of provision and progress and the provision of advice.
    Leaders’ skills have been developed through a range of joint activities alongside the executive
    headteacher. This has helped the school make such rapid progress and ensure the transformation is
    sustainable and robust.
  • Pupil premium funding is used well to help disadvantaged pupils play a full part in school life, and benefit,
    where appropriate, from additional help from adults. The impact of this is evident in the good progress
    being made by these pupils.
  • Good use is made of the extra funding available to promote physical education and sporting opportunities.
    There is increased participation in a wide range of clubs and sporting activities. The academy’s monitoring
    shows that the specialist teaching now in place is of very high quality. Staff training, accomplished by
    working alongside the specialist teacher, is promoting improvements in teachers’ skills.
  • The curriculum is broad and well-planned to help pupils use their basic skills in a range of subjects.
    However, the academy has correctly focused most of its work to date on improving pupils’ basic literacy
    and numeracy skills. Because of this, little has been done to check and improve the standards of teaching
    and learning in all subjects.
  • The provision for pupils’ spiritual, moral, social and cultural development is good. This ensures equality of
    opportunity. Pupils are prepared effectively for life in modern Britain by, for example, the opportunity to
    learn about democracy through the school council and school ambassadors. The academy provides a good
    range of clubs and extra-curricular activities which enhance pupils’ learning and extend opportunities to
    take part in physical or creative activities.
  • Leadership of the Early Years Foundation Stage is outstanding. Staff are encouraged by the leader to
    innovate and try new ideas. These all have a clear focus on improving children’s learning and preparing
    them for their future education.
  • The governance of the school:
    The governing body carries out its statutory duties appropriately and provides good support and
    challenge for the school’s leaders. The governing body has a clear structure and members have taken
    part in appropriate training. The governors are rightly very positive about the academy’s progress. They
    commissioned an external review which gave them clear actions to develop their work even further.
    They have a good grasp of the current data showing how well pupils are doing.
    Governors check the academy’s work through regular visits. These result in reports to the full governing
    body and regular checks on the progress towards agreed actions for improvement. Members of the
    governing body check how well school leaders improve the quality of teaching. Decisions about
    teachers’ pay are appropriately linked to their performance and responsibilities.
    Governors track finances well and lead the school in deciding how to spend additional money, such as
    that to support disadvantaged pupils. They have a clear understanding of the impact of their decisions.
    The governing body ensures that all safeguarding requirements are fully met.
    Behaviour
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. This has a positive impact on their learning and progress. Pupils behave
    well in lessons, and the vast majority of them continue this good behaviour when in other settings, such
    as in the dining room or at playtimes.
  • Pupils talk enthusiastically about lessons and other aspects of academy life. One pupil, expressing the
    views of many, said teachers help them ‘learn new things every day’. They enjoy science lessons, which
    give them the chance to carry out experiments, and topics, such as a current one based on the Second
    World War. Pupils show respect for the learning environment. They do not drop litter and they take great
    pride in their work which is evident in the high quality neatness and presentation.
  • Pupils’ response to the academy’s expectations of their behaviour and social development is consistently
    good. Their horizons are widened through good opportunities to take responsibility, such as on the school
    council or as class monitors. They take their responsibilities seriously and are developing mature and
    thoughtful attitudes.
  • There have been no recent exclusions. Records show such incidents are very rare. Pupils are very polite
    and interested in other people. They work together well and show a very caring and accepting attitude.
    This is true of even the youngest, as shown by a girl in the nursery who made a small model birthday cake
    and then offered it, unprompted, to her friend.
    Safety
  • The academy’s work to keep pupils safe and secure is good. Leaders and governors give high priority to
    the safeguarding of the pupils in their care both in school and when on academy visits. Good risk
    assessments are made when needed such as when children in the Reception classes or Year 1 take part in
    woodland activities at a nearby school.
  • Pupils say they feel safe in the academy and the large majority of parents spoken to, or who completed
    the academy’s questionnaire, confirm this view. The school provides a good range of activities to help
    pupils learn to stay safe, and they are taught how to use computers and the internet safely. Pupils
    demonstrate a clear understanding of different types of bullying. They say there is no bullying but that, if
    it occurred, they are confident it would be dealt with effectively. Pupils say that there are adults on the
    staff they trust, and would talk to if they had any concerns or worries.
  • The breakfast club provides pupils with a good range of activities and a calm start to the day, as well as a
    healthy snack, and good opportunities to develop social skills. Pupils enjoy this and show good behaviour
    and positive relationships.
  • Attendance had been below the national average. It has risen as a result of the school’s efforts and is
    currently broadly average. Most parents appreciate the importance of their children’s full attendance but
    the high number of families who leave the school with little or no notice has a negative impact on the
    figures. Most pupils are punctual, both to school and to lessons.
The quality of teaching is good
  • The teachers and teaching assistants form a strong and effective team. The teaching of reading, writing
    and mathematics has been the main focus for improvement since the academy opened and this has had a
    very positive impact on pupils’ higher attainment and achievement.
  • The learning environment throughout the academy has been vastly improved since it opened. It is tidy
    and materials and resources are easily accessible. The accommodation for the Nursery and Reception
    children is good. Teachers make the best of the limited outdoor space and pupils benefit from bright and
    colourful classrooms. Displays provide good opportunities for teachers to support pupils’ learning, as well
    as to celebrate their work.
  • Teachers plan activities that interest pupils throughout the academy, so they talk positively about how
    they enjoy lessons and the imaginative activities in them. Year 6 pupils, for example, talked about how
    they enjoyed writing a sales pitch about the Viking jewellery they had made in an art and design lesson.
    Teachers successfully help pupils to understand the progress they have made.
  • Other adults provide good support for pupils, especially for the disabled pupils and those who have special
    educational needs, and those at an early stage of learning English. They work closely with teachers so
    they understand what help pupils require, and how to provide this effectively. This helps all pupils to take
    a full and active part in lessons and school life.
  • Teachers use a wide range of regularly updated assessment information and data to group pupils
    accurately by ability. This is especially effective in providing appropriate work targeted at pupils who are at
    an early stage of learning English, or who are new to the country. Such information is also used well to
    enable disabled pupils and those who have special educational needs to make good progress. Teachers
    are not as successful at using the information available to set suitably challenging tasks for the most able
    pupils.
  • Teachers have responded well to recent changes to the National Curriculum. The thematic approach used
    by the academy ensures the pupils are able to see the links between subjects. For instance, in Year 2,
    good examples of the use of literacy skills in work on the Great Fire of London in history were found in
    their books and observed in lessons. However, the focus on pupils’ basic literacy and numeracy skills has
    meant teachers have not developed their subject knowledge or given as much attention to the planning of
    lessons in some of the other subjects.
  • The marking of pupils’ work is often good and makes clear how they can improve or extend their learning.
    Pupils are able to talk about their targets and what they need to do to improve. Even so, teachers do not
    always give them enough opportunities to improve their work by responding to teachers’ suggestions.
    Editing and self-correcting are not yet used consistently across the school.
The achievement of pupils is good
  • Attainment at the end of Year 6 is affected by the legacy of the outcomes in the academy’s predecessor
    school. In 2014, attainment was significantly below average in reading, writing and mathematics. This
    remains the case in the current Year 6. However, in 2014 the pupils reached those levels by making
    above-average progress from their low starting points at the end of Year 2. Their progress accelerated
    considerably in the last couple of years since the school became an academy. Progress in writing was
    significantly above that expected. This increased progress is evident in the current Year 6 and throughout
    the academy, and is having a very positive impact on the rapidly rising standards.
  • Standards in the national tests at the end of Year 2 in 2014 were below those expected in reading, writing
    and mathematics. This was because they had very poor attainment from when they started school and a
    significant number of pupils joined the school from other countries with little or no English. Even so they
    made good progress to reach the levels they attained. The school’s very rapid improvement is evident
    because these pupils now in Year 3 have already caught up to the expected levels for their ages after just
    one term. Current pupils in Years 1 and 2 are making accelerated progress and are much closer to the
    standards expected for their ages. This is due to the focus on basic literacy and numeracy skills and much
    improved teaching and learning.
  • This good achievement is evident in the academy’s data. This shows progress throughout the academy
    that is good, and this is also evident in the work in pupils’ books. Children in the Nursery and Reception
    classes make good progress in all areas of learning, from starting points that are very low compared to
    those typically found.
  • The results of the Year 1 check on pupils’ skills in phonics (how sounds in words are shown by different
    letter combinations) were below average in 2014. The current pupils’ basic reading skills are good and
    currently 80% are at or above the expected level for their ages which is above last year’s national
    average. Pupils develop into good readers with an interest in a range of books.
  • Progress in reading, writing and mathematics is good and rapidly improving throughout the school. A
    major and successful focus for the academy is improving and extending pupils’ vocabulary, and this is
    having a clear impact on the content of their written work. Pupils also achieve well in art and design and
    physical education. Learning in other subjects is not yet as good, because teachers’ knowledge of them is
    less well-developed.
  • Many of the pupils at an early stage of learning English, including those from a wide range of minority
    ethnic backgrounds and those who are new to this country, make progress that is at least as rapid as their
    classmates. This is due to the very effective work on developing their vocabulary and language skills,
    often in a short, sharp session prior to them taking a full part in the lessons.
  • In 2014, the gap in attainment between disadvantaged pupils in Year 6 and their classmates was half a
    term behind in mathematics, two terms in reading and a term and a half in writing. Compared to other
    pupils nationally, the gap was a year and a half in mathematics, four terms in reading and just under four
    terms in writing. These gaps are closing rapidly. Currently, disadvantaged Year 6 pupils are half a term
    behind their classmates in mathematics, almost in line in reading and are ahead of them in writing.
  • Throughout the school, many of the most able pupils make at least the expected progress but the school
    is aware that not enough higher attaining pupils make progress that is better than that expected. Too few
    pupils reach the higher levels in reading, writing and mathematics at both key stages.
  • Disabled pupils and those who have special educational needs make good progress overall, often from
    significantly low starting points, because of the extra help they receive. In most years, they make progress
    that is close to that of their classmates and in line with that found nationally.
The early years provision is good
  • Children, including disabled children and those who have special educational needs, settle in well and
    quickly become used to the routines. They start the day happily and productively, and enjoy sharing their
    learning with adults. The start of the day is used as an excellent opportunity for staff to meet and talk to
    parents.
  • Children work and play cooperatively. They are polite and respectful to each other. They enjoy the range
    of activities provided for them, including the outdoors. Reception children have enjoyed their woodland
    learning, which develops a wide range of physical and social skills. They are clearly happy and are kept
    safe. Their behaviour is good and they are developing into very enthusiastic learners. Children make good
    progress from their often low staring points but historically attainment at the end of Reception has been
    exceptionally low. Current children are doing better at reaching the levels appropriate for their ages but
    too few exceed those levels.
  • The accommodation is used well by staff and enables children to make good progress in all areas of
    learning. A good range of adult-led activities is provided alongside tasks that the children choose for
    themselves. The staff have created a language- and number-rich environment in the rooms. This provides
    effective support for children’s learning as well as celebrating their work.
  • Teaching is good. Assessment is detailed and the Early Years Foundation Stage leader has a clear grasp of
    the available data. This is used effectively to plan the next steps that children need to take to move their
    learning on and recorded well in the individual children’s ‘Learning Journals’. All adults are involved in
    observing and recording children’s progress. Parents are regularly informed about children’s progress.
  • The greatly improved progress and standards are due to the excellent leadership evident in the Early
    Years Foundation Stage. Staff are encouraged to try new ideas and innovative systems for promoting
    children’s learning, although some of these are at an early stage and yet to have a full impact. The
    planning is very effective, based on action plans and linked to very effective training for staff. Staff are
    very aware of each child’s prior knowledge and skills. Children’s good progress helps prepare them well for
    Year 1.

What inspection judgements mean

School

Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well for all
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
Grade 3 Requires
improvement
A school that requires improvement is not yet a good school, but it is not
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is failing
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
Ofsted inspectors.

School details

Unique reference number 139232
Local authority Nottingham
Inspection number 447836

This inspection of the school was carried out under section 5 of the Education Act 2005.
.

Type of school Primary
School category Academy Sponsor Led
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 473
Appropriate authority The governing body
Chair Chris Richards
Headteacher Ellie Green
Date of previous school inspection Not previously inspected
Telephone number 0115 915 0195
Fax number 0115 915 0196
Email address admin@windmill.nottingham.sch.uk

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