Milton Hall Primary School and Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school. They enjoy having fun at lunchtimes with their friends from other classes. Pupils know how to be good friends to each other.

They appreciate their peers' kindness, loyalty and care.

Pupils understand the school rules: 'ready, respectful, safe'. They follow these rules well.

This allows pupils to learn in a focused and supportive environment. They encourage each other to behave well. Staff quickly resolve any incidents.

Expectations are high. Pupils are interested in their learning and want to do well. They develop the skills to work independently.

This includes pupils with special educational needs and/or di...sabilities (SEND). Pupils try hard. They are pleased and proud when they produce successful work.

The school is a happy place. Pupils understand that everyone is different and respect these differences. They enjoy hearing about other places, times and people.

There is a wide range of opportunities for pupils to develop their talents and interests. They enjoy their pupil ambassador roles. These include being on the junior leadership team, being a language ambassador and supporting new pupils who arrive at the school.

Through these experiences, pupils build up their teamwork skills and resilience.

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

The school has established an ambitious curriculum. The wide range of subjects are well thought through and sequenced.

There are opportunities for pupils to repeat and review previous learning. Pupils apply what they already know to new learning. As a result, pupils remember what they have learned in most subjects.

Published outcomes do not reflect the overall quality of the curriculum. In part, this is because there is high pupil mobility. Pupils, including those who speak English as an additional language, progress well from their varied starting points.

Staff are confident and well trained. They teach the curriculum effectively. They have high expectations of pupils' behaviour.

In most cases, teachers review what pupils have already learned before introducing new learning. This ensures that pupils build on their prior learning and understand the new topics that they are taught.

In most subjects, teachers provide effective additional support to ensure that pupils keep up.

However, this is not consistent. Occasionally, teachers do not check carefully enough whether the curriculum has been fully understood. Sometimes, the support does not precisely target the gaps that individual pupils may have.

As a result, pupils do not always do as well as they could.

Pupils are taught to read as soon as they start school. They quickly develop the skills to sound out new words.

Pupils read regularly to practise their new skills. Books are well matched to pupils' reading abilities. The school provides effective sessions for pupils who need to catch up so that they do not fall behind.

As a result, early readers rapidly develop fluency. Older pupils enjoy reading. They name their favourite authors and stories with enthusiasm.

Children in the early years receive a very positive start to their education. They quickly begin to listen to their teachers and to play, concentrate and learn alongside their friends. Children develop their language and friendships in the well-planned learning activities.

They respond well to adults' high expectations. Consequently, children behave well and are successfully prepared for the next stage of their learning.

The school accurately identifies pupils with SEND.

Staff provide a range of resources and expertise to support pupils' individual needs. The school has the same high expectations of pupils with SEND as they do of other pupils. As a result, pupils with SEND progress well against their individual targets.

Pupils behave well. They work hard, respect others, listen carefully and engage in their learning. The school expects all pupils to meet its high standards.

Staff work very hard to ensure all pupils are safe, cared for and learning.

The curriculum teaches pupils' personal development effectively. For instance, pupils learn how to keep themselves safe and live physically and emotionally healthy lives.

The school's wider offer develops pupils' understanding of themselves and others.

Leaders, the local authority and governors work cohesively as a team to support the school. They have a shared understanding of the school's priorities and strengths.

As a result, leaders are held fully to account for their actions. Staff appreciate leaders' commitment to help with their workload and well-being.

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 areas, staff do not check as well as they could whether pupils have gaps in their learning. As a result, not all pupils keep up with everything that is taught. The school needs to ensure that staff get the support and guidance they need to assess learning effectively in all subjects, so that pupils make the best possible progress.