|Name||Millbrook Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 May 2014|
|Address||Grainger Drive, Leegomery, Telford, Shropshire, TF1 6UJ|
|Religious Character||Does Not Apply|
|Number of Pupils||408 (47% boys 53% girls)|
|Number of Pupils per Teacher||22.1|
|Local Authority||Telford and Wrekin|
|Percentage Free School Meals||34.1%|
|Percentage English is Not First Language||40%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
This school is larger than the average-size primary school. The majority of the pupils are White British with a substantial minority of pupils from mainly White and Asian, and any Other White background. Approximately one quarter of the pupils speak English as an additional language. The proportion of pupils supported by the pupil premium, which is extra government funding for particular groups, including pupils known to be eligible for free school meals, and looked after children is well above the national average. The proportion of disabled pupils and those who have special needs supported through school action is below the national average but the proportion supported at school action plus or through a statement of special needs is higher than that found nationally. The school meets the government’s current floor standards which set the minimum expectations for pupils’ attainment and progress. The school runs a breakfast club and afterschool activities. School works in partnership with St George’s school where professional support is reciprocated.
Summary of key findings for parents and pupils
This is a good school. Following many staff changes since the previous inspection, the headteacher has created a united team of staff and governors who share the ambition for school improvement. This has resulted in the school moving forward rapidly. Most pupils currently are making good progress in reading, writing and mathematics. The quality of teaching in phonics (the sounds letters represent in words) and literacy is consistently good leading to much improved standards and progress of all pupils. The school’s English as an additional language provision offers effective support to the pupils and their families which gives a positive start to children’s experiences in school. Pupils’ good behaviour helps them learn effectively. They take pride in their work and are keen to show what they have learned. Pupils feel safe and are very caring of each other. They are well looked after by staff. The headteacher and senior leadership team have created a climate where staff are expected to continually improve teaching. High priority is given to supporting and training staff in order to improve the quality of teaching and raising pupils’ achievement. This has been very successful. Governors are skilled, knowledgeable and know the school extremely well. They provide high levels of support and challenge, ensuring that teaching and achievement continue to improve rapidly. It is not yet an outstanding school because : While much of the teaching is good, not enough is outstanding to drive pupils’ progress rapidly. The most able pupils do not always have hard enough work to make sure they make as much progress as possible. Marking in subjects other than literacy and numeracy is not at the same standard and does not consistently offer pupils’ sufficient guidance on how to improve their work in the same way. The role of the new subject leaders is not yet developed to ensure lessons and extra support helps all groups to make rapid progress.