Millfield Primary School

What Ofsted said

From the inspection on 23 June 2026

Pupils at this school are happy, caring and kind. They look out for each other and enjoy positive relationships with staff. Pupils feel safe. They are confident that staff are there to help them. They know how to keep themselves safe and ask for help if they need it. Pupils' behaviour is calm and positive. Bullying is rare. If it does occur, staff deal with it quickly and effectively. Historically, outcomes have not been in line with national averages. However, the new curriculum is having a positive impact on the progress that pupils make. Teachers' consistent approach and clear routines have changed the way that pupils are learning. They enjoy their lessons and want to do well. They are proud of the work they do and the rewards they receive. Typically, pupils are prepared for the next steps of their education. Pupils benefit from a range of clubs, such as choir, rugby and arts and crafts. Enrichment activities are inclusive. This means that high numbers of pupils from across the school take part. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils. Pupils appreciate the leadership roles available to them, such as school counsellor and head boy or girl. These roles help them to develop confidence and responsibility. Older pupils are positive role models. Year 6 pupils act as 'lunchtime buddies', setting out play equipment and interacting with younger pupils. This helps to create a feeling of community where all pupils are valued. Pupils are tolerant and respectful. They celebrate the differences that make each person unique. Pupils from the specialist resource base are well integrated into the main school, and most learn alongside their peers. Pupils have a strong sense of belonging and identity. They understand and respect the school's values. As a result, more pupils are attending school regularly, particularly those who have special educational needs and/or disabilities and those who are disadvantaged.

What the school should improve

• Leaders should ensure that misconceptions and errors in pupils' foundational knowledge, including letter formation, spelling and handwriting, are quickly identified and addressed to secure and deepen pupils' learning.
• Leaders should ensure that high standards of curriculum and teaching are further developed and sustained across all subjects and phases, leading to improved outcomes for all pupils.
• Leaders should continue to embed their work to improve pupils' attendance so that fewer pupils are absent from school.

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