Millbrook Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Millbrook Primary School is underpinned by strong relationships.

Pupils reflect the values of the school and talk about belonging to somewhere that respects everyone. The school is a sanctuary for many pupils. This is a place where they are well cared for and looked after.

Families appreciate the support the school provides.

Pupils and staff are rightly proud of their diverse school. Staff sensitively support those pupils with additional needs.

Where there are specific barriers to learning, staff work quickly to identify and provide effective support. Pupils with special educational needs and/or disabilities (SEND) benefit from an inclusive culture o...f early identification and support.

The atmosphere around the school is calm.

Pupils behave well. They know that if bullying does sometimes happen, adults will sort it out quickly and take it seriously. Pupils told inspectors that they feel safe at school.

Leaders have developed a curriculum to enable children to make good progress. They have high expectations for all pupils to achieve well. Pupils are encouraged to love reading and to see the importance of reading for later life.

The curriculum in the early years is exceptionally strong. This ensures that children get off to the best possible start and settle into school life quickly.

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

Pupils study an ambitious curriculum.

This has been carefully developed by leaders and seeks to build on pupils' knowledge over time. In the early years, the curriculum is exceptionally well designed so children are very well prepared for key stage 1. Leaders have been mindful of pupils' needs in developing the curriculum.

For example, they have sought to develop pupils' knowledge of diversity. Leaders have made considered choices about what pupils will learn and the books they will read.

In most subjects, the curriculum is well sequenced.

For example, teaching in geography builds well on what pupils have learned previously. However, leaders recognise that in some subjects there is still more work needed to break down the knowledge pupils should learn into smaller steps. This will ensure that pupils make even more progress.

Reading has a very high priority. Children get off to a flying start in the early years, where language and communication are taught very well. Highly trained staff use a consistent approach and well-chosen resources to support pupils.

Where pupils struggle with reading, they are quickly identified and provided with the help they need to catch up. Leaders encourage pupils to develop good reading habits. For example, accessing the recommended texts on the school's 'reading trees'.

Pupils enjoy a broad range of books and they are supported to become fluent readers.

Teachers use a range of methods to check what pupils know and understand. This is highly effective in the early years and supports children's strong progress.

Elsewhere, teachers generally check pupils' learning effectively. However, in some subjects, assessment is not used consistently well. Where this is the case, misconceptions are not picked up swiftly before learning moves on.

The school has high expectations for how pupils should behave. This builds from the clear routines that children are taught from the early years. Children are well supported to manage their feelings and to know right from wrong.

The school responds in an inclusive and sensitive way where pupils present with additional behaviour needs. Pupils who need extra help with their behaviour receive it. Swift action is taken by leaders to promote high levels of attendance.

Leaders have made a strong commitment to seek to continue to improve this.

The school has developed a strong provision to support pupils' personal development. Pupils routinely share their opinions with leaders to improve the school and contribute through a range of decision-making groups, including the 'Safety Squad'.

Leaders are very appreciative of the need to address barriers that pupils might face. They broaden pupils' horizons through trips and residential visits. Staff are determined to ensure that all pupils have an opportunity to take part in these, including pupils with SEND.

There are a range of clubs and activities available for pupils to take part in. For example, pupils attending 'Newspaper Club' enjoy having their written work published for others to read. Sport and physical activity have a high priority.

The school provides support through strong pastoral care in order to address the challenges many families face. Parents and carers value this.

Leaders and staff make a cohesive team.

They have a clear and ambitious vision for the school. Governors know the school well. They are involved in school life and provide effective support and challenge to school leaders.

High-quality training for staff has had a positive impact. This has helped everyone to develop their skills and support leaders to improve the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not check learning consistently well. This means that some gaps in knowledge are not spotted and misconceptions are not addressed swiftly. The school should support staff to improve how assessment is used in all subjects to ensure that pupils are secure in what they know and understand.

In a few subjects, leaders have not identified the smaller blocks of knowledge that are needed to complete more complex tasks. This means that, in some areas, pupils struggle to link ideas together and build on what they already know. The school should ensure that each curriculum end-point is clearly broken down to help pupils build on what they know.