|Name||Milldown CofE Academy|
|Ofsted Inspection Rating||Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||10 January 2017|
|Address||Milldown Road, Blandford Forum, Dorset, DT11 7SN|
|Religious Character||Church of England|
|Number of Pupils||251 (52% boys 48% girls)|
|Number of Pupils per Teacher||21.6|
|Academy Sponsor||Diocese Of Salisbury Academy Trust|
|Percentage Free School Meals||19.5%|
|Percentage English is Not First Language||3.6%|
|Pupils with SEN Support||12.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. This school is an average-sized primary school. The majority of pupils are White British. The proportion of disadvantaged pupils eligible for pupil premium funding is average. The proportion of pupils with special educational needs and/or disabilities is above the national average. There is a breakfast club, which is managed by the school. The school met the floor standards in 2016, which are the minimum standards pupils are expected to achieve in reading, writing and mathematics at the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders’ actions to improve pupils’ learning and behaviour have not been effective over time. The quality of teaching across the school is too variable. As a result, pupils, especially the most able, make insufficient progress. Disadvantaged pupils do not make consistently good progress, particularly in reading and writing. Assessment information used by teachers is too often overgenerous. Activities are not tailored well enough to the needs of the pupils. The work of middle leaders is not having enough impact on pupils’ achievement. At times, pupils lack concentration and effort in their work. This is often when teaching is not holding their interest or motivation. Pupils are unclear how improve their writing across the curriculum. This leads to poor presentation and poor quality of work in pupils’ topic books. Teaching in the early years is inconsistent. Children’s written and spoken language is not well developed, particularly for boys. Governors have not sufficiently challenged school leaders to secure the necessary improvements. The school has the following strengths Leaders are working on the right priorities for improvement. The new headteacher has a good understanding of the school’s strengths and weaknesses. His vision for improvement is shared by middle leaders and governors. Parents are supportive of the new leadership and value the range of information that the school shares with them Leaders have taken effective action to ensure that attainment information about pupils is now accurate. As a result, teachers are now being held to account for pupils’ progress. Pupils’ mathematics work shows recent improvements in their progress. Attendance is rising.