Millbrook School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school. Staff greet them warmly every day.

Pupils make every effort to follow the school motto of 'Believe and Achieve'. The school's values include inspiring and respecting others. These underpin the positive relationships pupils have with each other.

Pupils are happy. They say that their teachers care about them. This helps them feel safe.

Pupils follow a broad, increasingly ambitious curriculum. The curriculum is now designed to meet the needs of all pupils, including those with special educational needs and/or disabilities (SEND). However, weaknesses in the quality of education over time mean that some pupils have gaps in their lear...ning.

These pupils are not as well prepared for the next stage of their education as they should be.

Pupils generally behave well in lessons and at playtimes. They are thoughtful and well mannered.

Pupils feel proud when their good behaviour is recognised. They delight in the rewards they receive, including house points for behaving well and working hard.

Pupils excel in their various roles and responsibilities.

These include acting as junior ambassadors, eco-warriors and house captains. Pupils contribute to school life through these roles, including leading a project about school meals.

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

The school recognised that not enough pupils were achieving well in English and mathematics.

The school prioritised staff training in these subjects. Curriculum plans are now clear. Consequently, in these subjects, pupils typically experience lessons where explanations build on what they know.

The activities they complete help them to demonstrate and deepen their understanding.

In other subjects, leaders have developed clear curriculum plans. However, the curriculum is not implemented effectively.

Pupils' knowledge is not checked rigorously, so gaps in their knowledge are not always identified and addressed. Sometimes, pupils do not have the understanding they need to successfully complete activities in class. This means that, in some subjects, pupils' learning is insecure.

Pupils with SEND are fully included in the life of the school. Their needs are effectively identified. However, some staff do not yet have the knowledge they need to adapt the curriculum so that all pupils with SEND can access it successfully.

Recent improvements to provision in the Reception Year mean that children are now getting off to a positive start. Staff deliver the curriculum very well. They have designed a curriculum that is well suited to children's needs and interests.

Staff have carefully redesigned the environment to support children's achievement across the curriculum. Adults ensure that activities follow children's interests. Staff interact extensively with children, effectively supporting them to become creative and curious.

Children in the Reception Year are therefore increasingly well prepared for key stage 1.

The school has prioritised reading. Pupils relish reading a wide range of books available to them.

They enjoy listening to adults enthusiastically read carefully chosen books to them. Children in the Reception Year and pupils in key stage 1 have a secure knowledge of phonics. However, inconsistencies in previous approaches mean that some pupils still have gaps in their knowledge of how to read.

They are not as fluent or accurate readers as they should be. The school is addressing these gaps through an improved programme of support.

Leaders have raised expectations about behaviour across the school.

Staff regularly remind pupils about classroom rules and explain their importance. Consequently, pupils typically behave sensibly in lessons. They have positive attitudes to learning.

Most pupils attend school well.

The school extends pupils' learning beyond the classroom. Well-considered trips, such as to an aquarium or a local museum, complement the curriculum and broaden pupils' experiences.

Pupils learn about decision-making and managing their feelings and emotions. This helps them to stay safe and consider their well-being. Pupils develop their talents and interests through various clubs and a range of sports.

Governors have recently made good use of training and support to develop an accurate view of the challenges facing the school. The school has made important decisions that have increased leadership capacity and enhanced the curriculum. However, many changes are yet to be embedded fully.

Leaders understand where improvements are still required to ensure all pupils achieve consistently well.

The school is attentive to the impact of changes on staff workload and well-being. Leaders seek the views of staff and consider how best to implement new initiatives without overburdening colleagues.

Consequently, staff feel valued and well supported.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are inconsistencies in the effectiveness of the implementation of the curriculum, especially in foundation subjects.

Learning activities are not always well enough designed, adapted or delivered to meet the needs of pupils, including pupils with SEND. This means that some pupils do not develop a secure enough understanding and do not achieve as well as they should. The school should ensure that all teachers have the knowledge and skills they need to implement the curriculum well across all subjects.

• Teachers do not always check how well pupils remember the knowledge they have been taught rigorously enough. This means that gaps in pupils' learning are not successfully identified or addressed. The school must ensure that assessment is used effectively to check what pupils know and remember across all subjects.

Also at this postcode