The Milford Academy

What Ofsted said

From the inspection on 27 January 2026

Pupils at Milford Academy speak with genuine enthusiasm about their learning. They describe lessons as fun, exciting and full of moments that make them feel proud of what they achieve. They enjoy the wide range of subjects and experiences on offer. Staff help them manage their emotions and remove worries that might get in the way of learning, particularly for pupils who face additional barriers. However, too many pupils do not attend regularly enough. High rates of persistent absenteeism limit how well some pupils learn over time and how effectively they access the ambitious curriculum. Pupils say they feel safe in school. They enjoy their learning. They feel listened to and valued. Pupils trust adults to act quickly if they have concerns, including any rare instances of bullying. Classrooms remain calm and purposeful. Most pupils live up to the high expectations that staff set for their behaviour. Most pupils feel a deep sense of belonging to the school community and describe a warm, respectful atmosphere, where staff include them in all aspects of school life. Pupils love wearing the Milford badge and representing their school on visits, knowing that their behaviour reflects the high standards expected of them. They value opportunities beyond the classroom, such as special events, trips and activities that broaden their experiences and help them to discover new interests. Pupils achieve broadly in line with national averages. However, too many current pupils make errors in basic grammar and handwriting, and staff do not consistently identify or correct these mistakes. As a result, pupils are not as well prepared for the next stage of their education as they could be. Although leaders set ambitious aims, they do not use systems and processes with enough rigour to maintain clear oversight of what works well and what needs further development.

What the school should improve

• Governors should hold leaders to account with greater precision and ensure they have a sharp understanding of the priorities and improvement actions that will have the greatest impact on pupils across the school. • Leaders should continue to strengthen staff expertise so that they can design a curriculum that responds effectively to the increasingly complex special educational needs and/or disabilities (SEND) within the school. • Leaders should ensure that teachers use assessment accurately so that any gaps in pupils’ knowledge or skills are identified and tackled quickly. • Leaders should ensure that all pupils, including those with SEND, have the necessary early reading, writing and mathematical knowledge linked to their age or stage of development so that they are ready for their next stage in education. • Leaders should ensure that all families understand the school’s expectations and actions around regular attendance, and that these lead to sustained improvements so that pupils, including those who are disadvantaged, attend school regularly. • Leaders should ensure that all early years staff consistently engage in high-quality interactions with children in every area of provision, indoors and outdoors.

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