|Ofsted Inspection Rating||Good|
|Inspection Date||16 October 2014|
|Address||Church Road, Milford, Godalming, Surrey, GU8 5JA|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||6.8%|
|Pupils with SEN Support||11.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
Milford School is a small village school with 165 pupils, which became a two-form-entry school in September 2014. Pupils in the Reception Year attend the school full time. The large majority of pupils are of White British heritage. The number of pupils who speak English as an additional language is well below average. The proportion of disabled pupils and those who have special educational needs (mostly speech, language and communication needs) and are supported through school action is slightly above average. The proportion supported through school action plus or with a statement of special educational needs is above average. The proportion of pupils supported by pupil premium (extra government funding for pupils known to be eligible for free school meals and children in local authority care) is well below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ achievement and progress.
Summary of key findings for parents and pupils
This is a good school The community at Milford School is happy and welcoming. The atmosphere is calm and pupils and teachers are respectful towards each other. Teachers and other adults have high expectations of all pupils. Pupils, including those who are disabled and those with special educational needs, make good progress in English and mathematics owing to effective steps that the school has taken. Attainment at the end of Key Stage 1 is high. Pupils develop confidence in speaking and build strong vocabularies. Their reading is particularly strong. The Early Years Foundation Stage is very well organised and activities are carefully planned to match children’s needs. Children settle quickly, enjoying and persevering with activities, and make good progress. Teaching is typically good and some is outstanding. Good relationships are quickly formed between adults and pupils. Behaviour is managed well. Teachers plan interesting activities, which make good use of previous learning. They mark pupils’ written work regularly and the pupils respond to the feedback they receive. They understand what they should do to make further progress. Leaders check the quality of teaching carefully and follow each pupil’s progress. They ensure that extra support for pupils is used effectively. Pupils are making good and improving progress. Governors work effectively with senior leaders. They provide challenge to improve the quality of teaching and raise pupils’ achievement. Pupils behave well and have a positive attitude to their work. They enjoy studying a broad range of topics and are enthusiastic about different opportunities for learning. Pupils feel safe. They are proud of their school and like their teachers. They get along well with one another, both in work and play. Attendance is well above average. It is not yet an outstanding school because : In a few lessons, work is too easy for some pupils, or they are not clear about what they are being asked to do. Teachers do not regularly and effectively check pupils’ understanding throughout all lessons.