Milldown CofE Academy

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
Phone Number 01258452456
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 251 (52% boys 48% girls)
Number of Pupils per Teacher 21.6
Academy Sponsor Diocese Of Salisbury Academy Trust
Local Authority Dorset
Percentage Free School Meals 19.5%
Percentage English is Not First Language 3.6%
Persisitent Absence 4.4%
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.