Milton Mount Primary School

What Ofsted said

From the inspection on 28 April 2026

Pupils enjoy attending this happy and welcoming school. They experience warm, respectful relationships with staff and with one another. These trusting relationships begin in the early years, where children settle quickly and develop a secure sense of belonging. Pupils also benefit from the school’s nurturing ethos and several enjoy getting to know Lupin, the school dog. Pupils typically engage well with their learning, are happy and achieve well across the curriculum. Staff know pupils well and work closely with families to establish a caring and inclusive community. Leaders and staff identify and address any barriers to pupils’ learning or wellbeing promptly. Bullying and discriminatory behaviour are not tolerated. Pupils feel safe and confident that adults take concerns seriously and deal with issues swiftly. Social times are positive experiences. Pupils organise games independently and play cooperatively with one another. Pupils behave well and respond positively to the clear routines and high expectations set by leaders. Classrooms are orderly and purposeful places. Pupils speak confidently about the ‘STRIVE’ values. These underpin their behaviour, attitudes to learning and relationships. From the early years, staff help children to develop confidence, resilience and a growing sense of responsibility through everyday interactions and appropriate challenge. Pupils take increasing ownership of their learning while also understanding the importance of contributing positively to the wider school community. They respect and value opportunities to learn about different cultures, faiths and beliefs. Pupils appreciate, and benefit from, the range of opportunities available to them beyond the classroom. These include leadership roles such as being school councillors or eco warriors. They enjoy reading and use the school library regularly, discussing books and authors with enthusiasm. Pupils also benefit from a range of clubs, activities and educational visits, which broaden their experiences, support character development and enhance their experience of the curriculum.

What the school should improve

• Leaders need to further develop staff expertise in checking pupils’ understanding and identifying misconceptions, so that teaching is adapted effectively and pupils consistently secure and apply their learning.
• Leaders should ensure that the writing curriculum is implemented consistently well across all subjects so that pupils develop secure transcriptional skills, including handwriting, and are well prepared for the next stage of education.

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