Milford Infants' School

What Ofsted said

From the inspection on 10 February 2026

Pupils feel welcome and settled from the moment they arrive each day. They benefit from the positive and trusting relationships that staff establish with them and their families. Staff know pupils well. They identify any potential barriers that disadvantaged pupils or those with special educational needs and/or disabilities (SEND) may face. Staff work closely with families to remove these barriers so that pupils can take part fully in school life. As a result, pupils develop a deep sense of belonging. Pupils understand the school’s clear and consistent expectations for behaviour. This begins in the early years, where children quickly learn well-established routines that help them to focus on their learning. Across the school, pupils show kindness towards one another. Pupils of all ages play well together and enjoy using the equipment available during social times. Instances of bullying are rare. Pupils are confident that staff will listen and respond promptly if they have any worries or concerns. This helps pupils to feel safe. Leaders have prioritised the essential knowledge and skills that pupils need to secure, particularly in reading, spelling, handwriting and mathematics. Staff typically adapt the curriculum effectively so that pupils with SEND can access learning successfully. Published outcomes in the Year 1 phonics screening check demonstrate that pupils are generally well prepared for the next steps in their education. Improving attendance remains a key focus for leaders. They understand the challenges that some pupils face and work collaboratively with families to overcome these. Attendance continues to improve because of this. Pupils enjoy their learning and value the wider opportunities the school provides. They speak enthusiastically about the range of clubs on offer, such as those for drawing, gardening and singing. Educational visits further enrich the curriculum and broaden pupils’ experiences. The school promotes understanding and respect for different cultures and faiths, including those represented within the school community. This helps pupils to appreciate and celebrate difference.

What the school should improve

• Leaders should continue their work to secure consistently high attendance for pupils, including those who are disadvantaged.
• Leaders should support teachers in making highly effective choices about the tasks they select, in the context of each subject, to ensure pupils progress securely.
• Leaders should further develop the capacity of the governing body to provide consistent support and challenge.

Read the full Ofsted report (opens in a new tab)