Millbrook Infant School

What Ofsted said

From the inspection on 9 March 2022

Millbrook is a positive and nurturing school. Pupils are proud to attend. They enjoy working with their friends in class and at social times on the playground. They enjoy learning new things. They say that teachers do everything they can to help them. Teachers have high expectations of what pupils can achieve. Pupils are welcoming and inclusive. They know that everyone is special and should be treated equally. Relationships between adults and pupils are consistently positive. Staff model how they want pupils to behave. Pupils follow this lead. Pupils know the school's values. They see respect, kindness, safety, honesty, determination and independence as important. They know how these help them to work hard and be a good friend. Pupils behave well. They understand the school's rules and know what happens if anyone misbehaves. They are proud of the roles that they carry out, such as those of playground pals and monitors. They relish the rewards and recognition that they can earn. Being a 'star of the week' is held in high esteem. Pupils enthusiastically explained that this means having lunch with the headteacher and enjoying an extended playtime. Pupils understand what bullying is. They know what to do should it occur, although bullying is rare.

What the school should improve

• In a small number of subjects, the curriculum does not yet make clear the most important things that pupils need to know at each stage of their education. This means that pupils do not learn and remember the curriculum as well as they could. Leaders should ensure that the curriculum, across all subjects, makes clear the most important things that pupils need to know and remember at each stage of their education.
• The early years curriculum does not set out precisely enough the things that children should know and be able to do at each point of their time in the Reception Year. This means that staff are unable to check how well children are acquiring and remembering the curriculum. Leaders should ensure that the early years curriculum sets out precisely the things that children should know and be able to do at each point of their time in the Reception Year.
• Pupils with SEND get the help that they need to access the curriculum. However, some of the targets that are set for these pupils are not precise enough. This means that staff are not clear about the progress that is required, nor how improvements will be measured. Leaders should ensure that targets for pupils with SEND are clear and measurable.

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