Milford Primary School

What Ofsted said

From the inspection on 17 December 2024

Milford Primary is a kind and caring school at the heart of its community. Pupils are friendly and polite. They respect each other, the adults and the strong culture of learning that pervades the school. Pupils have positive attitudes to learning. They listen carefully to their teachers and are eager to learn. The school's 'learning heroes', for example Wally the resilient walrus, help pupils develop the skills they need to become effective learners. These help the children in the early years understand and remember these learning characteristics. The school has high expectations for every pupil. Pupils rise to these expectations and typically achieve well across the curriculum. Staff build warm and trusting relationships with children right from the start of the Reception Year. Pupils know that trusted adults will help them if they need it. They understand the school rules and high expectations for behaviour. Behaviour in lessons and around the school is settled and harmonious. As a result, pupils feel happy and safe in school. The school is keen to extend pupils' experiences beyond the small community where they live. They enjoy trips to the theatre, Yorkshire Wildlife Park and the National Space Centre. Pupils particularly relish regular opportunities to learn outdoors in the forest school, which helps them to develop their self-confidence and teamwork skills.

What the school should improve

• In a small number of subjects, the structure of the curriculum means that sometimes key knowledge is not revisited frequently enough. Where this is the case, pupils find it difficult to remember some of the knowledge that is needed as a basis for new learning. The school should ensure that important knowledge is revisited more frequently in these subjects so that pupils can build new learning on what they already know.
• Subject leaders have not fully evaluated how well the curriculum has been implemented and how well pupils are achieving. This means pupils' gaps in learning, and pupils who are ready to access learning to a greater depth, are not always identified and addressed quickly enough. The school should ensure that subject leaders are provided with support to enable them to fully evaluate the impact of the curriculum on pupils' learning.

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