Mile Oak Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel happy and safe at this school.

They know that staff have high expectations for every one of them. Staff encourage pupils to follow the school's vision and 'Think Big' about what they can achieve in the future.

Pupils are proud to belong to the school.

They enjoy the range of experiences on offer. Mental and physical health are strong themes in the school's work to support pupils.The outdoor learning environment, for example, gives pupils a deep appreciation of the natural world.

The large vegetable garden, which is situated at the heart of the school, is carefully tended by pupils. In the forest school, pupils have the time and space to e...xplore their relationship with nature, as well as how they work as a team.

Pupils behave well, both in lessons and around the school.

They enjoy developing their leadership skills and taking on increasing responsibilities. Playground buddies, for example, help to make sure that playtimes are a happy and fun experience for everyone. Older pupils told inspectors that behaviour has improved a lot.

They say that there is hardly any bullying. Should an incident occur, staff deal with it well.

What does the school do well and what does it need to do better?

This is a well-led school.

Since the arrival of the new senior leadership team, there have been rapid improvements in all aspects of school life. In most subjects, the curriculum is well designed. Leaders have thought carefully about the important concepts they want pupils to learn.

Content is deliberately chosen to interest and inspire pupils. It is well planned to ensure that pupils build their knowledge and skills sequentially from the early years through to Year 6. However, in some foundation subjects, such as art and history, leaders are still refining how they intend pupils to learn key knowledge.

This means that sometimes, pupils do not remember information about these subjects as well as they could.

In the Reception Year, staff ensure that pupils are well prepared for their future learning. There is a strong focus on ensuring that children's language and communication skills are well developed.

Parents are well supported to be fully involved in their children's learning. There are regular meetings about the curriculum and many helpful resources on the school's website.

Pupils enjoy learning to read.

Phonics skills are precisely taught by well-trained staff. Most pupils make quick progress from learning the basics to fluently reading books. Leaders plan carefully to ensure that pupils also develop a wide vocabulary.

Pupils have a love of books. Most can talk confidently about their favourite book or author. The school's two libraries are well stocked.

They include a range of books that broaden pupils' understanding across many subjects.

Assessment is well used to check how much pupils can remember about their learning. In mathematics, for instance, pupils' knowledge and understanding are checked carefully before moving on to more challenging content.

Leaders have high expectations of all pupils, including those with special educational needs and/or disabilities (SEND). Staff are well trained to identify the right additional support required. They provide effective help in lessons so that pupils with SEND can successfully learn alongside their peers.

Pupils behave well around the school. In lessons, pupils listen to instructions carefully. Pupils are usually fully engaged in their learning.

Around the school, pupils show respect and kindness to one another.

Leaders and staff provide many opportunities for pupils' personal development. A key feature of this is the support provided to pupils to become responsible citizens.

Pupils learn the importance of respect, both for themselves and others. Pupils are given a good awareness of issues related to equality. They know that it is wrong to discriminate against people due to their age, gender, disability or sexual orientation.

There is a strong focus on showing pupils how to stay healthy by maintaining an active lifestyle. Pupils learn about the importance of eating a balanced diet. They learn to cook healthily.

Staff feel well supported at this school. They say that leaders have made the changes that were needed while being mindful of their everyday workload. All staff who responded to the Ofsted questionnaire were proud to work at this school.

They praise the many improvements that have been made and appreciate the opportunities for professional development.

Parents are largely supportive of the school. But some did express concerns about issues such as the pace of the recent changes.

Governors are effective in challenging and supporting leaders. They are highly experienced and have the appropriate skills to hold leaders to account. Governors share leaders' high aspirations for the school.

Safeguarding

The arrangements for safeguarding are effective.

School leaders ensure that pupils' well-being and safety take paramount importance. Staff are well trained to spot any pupil who is potentially at risk, such as through neglect.

Those who are responsible for safeguarding meet regularly to discuss pupils' welfare. Strong partnerships are established with families. Leaders help to make sure that families receive the right support from external agencies when needed.

Leaders ensure that pupils take responsibility for their own safety. In Year 2, for example, they learn about keeping safe at home and in the wider community. Pupils learn how to stay safe when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, such as art and history, the essential knowledge and skills that pupils need to know are not always clearly defined. This can act as a barrier to what pupils know and remember in these subjects. Leaders should set out precisely the intended knowledge that pupils are expected to learn across the curriculum.

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