Windsor Community Primary School

Windsor Community Primary School is a highly inclusive school where pastoral care and support for vulnerable pupils are at the heart of its work. Leaders identify pupils' additional needs swiftly and accurately, and staff provide effective, individualised support, particularly for disadvantaged pupils and those with SEND. Pupils behave well, attendance is broadly in line with national averages, and the early years and personal development programmes are strong. Safeguarding standards are met. However, pupils' achievement by the end of key stage 2 has been consistently below national averages, particularly in writing. A significant proportion of pupils have gaps in their writing knowledge, and teachers do not address these gaps well enough. Leaders' actions to improve writing are at an early stage, and governors do not have a precise enough understanding of how effectively the writing curriculum is meeting pupils' needs. While mathematics and phonics are strengths, the weaker writing provision hinders pupils' progress across the curriculum and their preparedness for secondary school. The school benefits from strong leadership in inclusion and positive relationships with parents, but improving the impact of the writing curriculum remains the key priority for the school to address.

Strengths

• Highly inclusive culture where all pupils are valued and supported
• Swift and accurate identification of pupils' additional needs, including in the early years
• Strong pastoral care and individualised support for vulnerable pupils and families
• Pupils behave well, are respectful, and the school is calm and purposeful
• Attendance is broadly in line with national averages, with disadvantaged pupils and those with SEND attending above average
• Reading and phonics are taught well, with pupils becoming confident and fluent readers
• Mathematics is taught effectively, with pupils building secure knowledge and solving complex problems
• The early years curriculum is well ordered, with a clear emphasis on communication and language
• Personal development is effective, with a coherent enrichment programme and strong focus on wellbeing
• Governors provide suitable support and challenge, with clear oversight of safeguarding
• Positive relationships with parents and the community, who describe the school as a 'family'

Areas for Improvement

• Pupils' achievement by the end of key stage 2 has been below national average for several years
• A significant proportion of pupils have gaps in their writing knowledge, particularly in handwriting
• Teachers do not address pupils' writing gaps well enough, hindering progress across the curriculum
• Leaders' actions to improve writing are at an early stage and their impact is not yet evident
• Governors do not have a precise enough understanding of how effectively the writing curriculum meets pupils' needs
• Teachers' checks on pupils' learning are not used well enough to address misconceptions
• Some pupils do not achieve as well as they should due to inconsistent teaching of writing
• Pupils' knowledge of fundamental British values is not as deep as it could be

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Windsor Community Primary School attended 94.9% of sessions (the national figure for primary schools was 94.8%). 13.3% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.9% of pupils at Windsor Community Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Windsor Community Primary School had 17.1 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 21.9% of pupils at Windsor Community Primary School were on SEN support (nationally 15.4%) and 8.2% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Windsor Community Primary School received £10,036 and spent £10,355 for each of its 209 pupils. It ended the year with reserves of £46,000 (£221 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Liverpool · Liverpool local authority: places and applications

What is Windsor Community Primary School's Ofsted rating?

The latest Ofsted rating for Windsor Community Primary School is Needs attention, from an inspection in June 2026.

When was Windsor Community Primary School last inspected by Ofsted?

Windsor Community Primary School was last inspected in June 2026.

How many pupils does Windsor Community Primary School have?

Windsor Community Primary School has 219 pupils on roll.

What age range does Windsor Community Primary School cover?

Windsor Community Primary School for pupils aged 3 to 11.

What are Windsor Community Primary School's SATs (KS2) results?

In 2025, 39% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Windsor Community Primary School?

Windsor Community Primary School is at Upper Hill Street, Toxteth, Liverpool, Merseyside, L8 8JE.