Mill Hill Primary School

What Ofsted said

From the inspection on 13 January 2026

Pupils at Mill Hill Primary are proud of their school. They are safe and have a very well-developed understanding of why this is so. There is a tangible atmosphere of love, care and happiness throughout the school. Pupils thrive as a result of the inclusive environment that leaders and staff have created. The school's core purpose of pupils being happy is key to the sense of belonging that pupils feel. This is strengthened through positive relationships between staff, pupils and parents and carers. Older pupils take pride in being role models for younger children in early years. They make thoughtful contributions to the 'family' feel in the lunch hall, for example. Children in the early years provision are happy. They thrive in a positive learning environment. Staff plan interesting and engaging activities for these young children to learn through investigation and play. From their starting points in the school's new provision for 2-year-olds, children make secure progress. Older pupils enjoy their lessons. They speak excitedly about the school's 'Imaginosity' approach to the curriculum, for example. The school seeks to identify and address any barriers to learning for pupils. This ensures that pupils progress effectively through the curriculum. Pupils who are eligible for the government's pupil premium funding make particularly notable progress. Achievement across school is positive. Pupils are well prepared for the next stage of their education. Pupils understand the school's behaviour expectations. As a result, pupils' behaviour and attitudes to learning are typically positive. Where some pupils struggle with their emotions, staff provide effective support. Instances of bullying or poor behaviour are rare. Leaders have established equally high expectations for attendance. As a result, pupils attend school regularly. Pupils develop commendable attitudes to others. They are very well prepared for life beyond the school gates.

What the school should improve

• Leaders should ensure that teachers are equipped to consistently and effectively pinpoint pupils’ misconceptions and adapt teaching so that any gaps in pupils' knowledge are closed quickly to support future learning. • Leaders should ensure that the provision for some pupils, including those with special educational needs and/or disabilities, swiftly and effectively addresses barriers to learning so that these pupils consistently produce high-quality work across the curriculum.

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