Millbrook Combined School

What Ofsted said

From the inspection on 10 March 2026

Pupils enjoy coming to this vibrant community school. They are greeted warmly by staff at the start of each day with a smile. Pupils' wellbeing is a high priority. This gives pupils a sense of belonging. Pupils share their worries with teachers freely. They know that all staff will do what they can to help them. Incidents of poor behaviour, including bullying, are rare. Pupils feel safe and well cared for. Relationships between staff and pupils are respectful. Over a sustained period of time, pupils have not come to school regularly enough. Leaders have started to take action to improve pupils' attendance levels. However, it is too soon to see the impact of this work. While pupils work hard and show an interest in their learning, some do not achieve as well as they should. Staff do not identify gaps or misunderstandings in pupils' knowledge accurately. Consequently, these gaps persist and hinder some pupils in securing important knowledge. In addition, some pupils with special educational needs and/or disabilities do not consistently get the support that they need to progress well. In the early years, children's communication and language are prioritised. Adult interactions with children are celebratory and encouraging. However, children experience an inconsistent approach to how staff model new vocabulary for them. Opportunities for children to practise their communication and language skills are not regular enough to be fully effective. Pupils benefit from varied opportunities to explore and learn beyond the classroom. They enjoy visits to museums and annual residential trips. These experiences, alongside visitors in to school, enrich the curriculum that pupils learn. Pupils celebrate world festivals and events. Their understanding of the many different faiths and world views that exist in modern Britain is well developed. Pupils have an appropriate awareness of fundamental British values, and this prepares them well for life beyond school.

What the school should improve

• Leaders should ensure that staff check on pupils' understanding so that gaps in their knowledge and misconceptions are addressed and pupils build knowledge well.
• Leaders should continue to ensure that learning is adapted effectively for pupils with special educational needs and/or disabilities across the curriculum.
• Leaders should make sure that the school's approach to early language and writing development, starting in the early years, is developed effectively so pupils' knowledge is developed rapidly.
• Leaders should further develop and embed changes they have made to ensure pupils attend school far more regularly than they currently do.

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