Millbrook Infant School

Inspection of Millbrook Infant School Churchill Way, Kettering, Northamptonshire NN15 5BZ

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Outstanding

p.1

Overall effectiveness Good

This school was last inspected 15 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

p.1

Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspections, so there has been a longer gap than usual between inspections. Judgements in this report are based on the current inspection framework and so reflect changes that may have happened at any point since the last inspection. 9 and 10 March 2022

p.1

What is it like to attend this school?

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.

p.2

What is it like to attend this school?

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.

p.2

What is it like to attend this school?

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.

p.2

What is it like to attend this school?

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.

p.2

What is it like to attend this school?

Pupils understand what bullying is. They know what to do should it occur, although bullying is rare.

p.2

better?

There are many strengths in the school’s curriculum. The majority of subjects are well planned and sequenced. They set out precisely what pupils should learn at each stage of their education. They make clear the most important information that pupils are expected to know and remember. The curriculum is taught well. Pupils’ recall of previous learning is impressive. They can talk about what they have learned accurately and fluently. However, in a small number of subjects, this is not yet the case. These subjects are planned, but do not yet make clear the precise content that pupils should know and remember at each stage. Leaders are in the process of addressing this.

p.2

better?

A new phonics programme has been introduced recently. It is working well. The programme makes clear the sounds that pupils should know, week by week. Phonics is taught consistently well. Teachers’ assessments are frequent and accurate. Pupils who need help to keep up are supported the same day. The books that pupils read are closely matched to the sounds that they know. This means that pupils soon begin to read fluently.

p.2

better?

Children enjoy their time in early years. Teachers help children to improve their language and communication skills. The environment is bright and engaging. Children work cooperatively and make the most of the activities on offer. However, 9 and 10 March 2022

p.2

3

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 teachers are not able to help children learn the curriculum as systematically as they could.

p.3

3

Pupils with special educational needs and/or disabilities (SEND) are supported well in lessons. They get the help they need to learn the full curriculum. The new special educational needs coordinator (SENCo) checks on how well pupils with SEND are supported in class. 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.

p.3

3

The school’s curriculums for relationships education and health education and religious education are well planned and sequenced. These help pupils to develop an appreciation of a wide range of views, beliefs and religions from around the world. Pupils’ spiritual, moral, social and cultural development is well catered for.

p.3

3

The transition from one substantive headteacher to the next is being managed well. The interim senior leaders have ensured stability in this period of change. They have ensured that the school has continued to improve its curriculum. They have a secure understanding of the school’s strengths and weaknesses. The handover to the next headteacher is working well.

p.3

3

The governing body is ambitious for the pupils of the school. It has a good grasp of how the school is getting on. Governors provide leaders with the right level of challenge and support. Working alongside the local authority, they have secured continuity of effective leadership.

p.3

3

Effective support from the local authority has resulted in improvements to the curriculum, leadership and governance. The local authority remains committed to supporting the school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff know the schools’ safeguarding procedures well. They quickly pass on any concerns to leaders. Leaders follow these up robustly. Safeguarding leaders regularly check that pupils are getting the help and support that they need. The family support worker provides a wide range of help and advice that parents and carers value.

p.3

Safeguarding

Pupils say that they feel safe in school. They know what to do if they are worried or upset. They know that they can use their ‘safety hands’ to ask for help. They understand online risks and know that people might not be who they appear to be. 9 and 10 March 2022

p.3

(Information for the school and appropriate authority)

 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,

p.4

(Information for the school and appropriate authority)

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.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 9 and 10 March 2022

p.4

School details

Appropriate authority The governing body

p.5

School details

Chair of governing body Dominic Peverell

p.5

School details

Headteacher Wendy Thorne (Acting Headteacher)

p.5

School details

Website www.millbrook-inf.northants.sch.uk

p.5

Date of previous inspection

22 February 2007, under section 5 of the Education Act 2005

p.5

Information about this school

 At the time of this inspection, there was an acting headteacher and an acting deputy headteacher in post.  A newly appointed headteacher will take up post from the summer term 2022.  The chair of governors is new to post.  The school does not make use of any alternative provision.

p.5

Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

This was the first routine inspection the school had received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders, and have taken that into account in their evaluation of the school.

p.5

Information about this inspection

 Inspectors held meetings with the acting headteacher, the acting deputy headteacher, curriculum leaders, the early years leader and the SENCo. 9 and 10 March 2022

p.5

6

 Inspectors carried out deep dives in five subjects: reading, mathematics, religious education, art, and design and technology. To do this, they met with curriculum leaders, visited lessons, looked at pupils’ work, listened to pupils read and met with teachers and pupils. Inspectors also looked at curriculum documentation for physical education, relationships education, health education, music and geography.  The lead inspector met three representatives of the governing body, including the chair and vice-chair. He also met with two representatives of the local authority.  Inspectors took account of the 45 responses to the Ofsted Parent View survey and 29 written comments from parents. Inspectors spoke informally to parents outside the school. They also considered the 31 responses to Ofsted’s staff survey.  Inspectors met with safeguarding leaders. They reviewed school documents relating to safeguarding, behaviour, attendance and quality assurance work

p.6

Inspection team

Vic Wilkinson, lead inspector Her Majesty’s Inspector

p.6

Inspection team

Roary Pownall Her Majesty’s Inspector 9 and 10 March 2022

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7