Milford School

Overview

Pupils at Milford School are described as “happy and positive about their learning” within a “warm, nurturing ethos” that enables them to thrive. The report highlights that the school has moved “firmly on a path of rapid improvement” following leadership changes, with staff supportive of the clearer direction. Parents value the school highly, and pupils, including those with special educational needs and/or disabilities, receive careful support.

Strengths

• The curriculum is “ambitious,” with pupils achieving generally in line with national expectations in reading, writing, and mathematics.
• Reading is “well promoted” through high-quality books and a phonics programme that helps pupils learn to read well by the end of Year 1.
• Staff are “better skilled in teaching and supporting a range of pupils’ needs,” with effective professional development and specialist provision for complex needs.
• Pupils are “kind to each other,” polite, and well-mannered, with behaviour expectations taught effectively.
• Governors “know the school well” and provide strong challenge and support to hold the school to account.

Areas to improve

• In some subjects, the planned curriculum is “not outlined as clearly as needed,” making it harder for staff to sequence knowledge logically.
• Some pupil activities “lack ambition and clarity,” and there are fewer opportunities for pupils to apply writing skills in foundation subjects.

Safeguarding

The report states that “the arrangements for safeguarding are effective.”