Milford-on-Sea Church of England Primary School

Inspection of Milford-on-Sea Church of England Primary School Lymington Road, Milford-on-Sea, Lymington, Hampshire SO41 0RF

p.1

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

p.1

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

p.1

The headteacher of this school is Kate Crawford. This school is Milford-on-Sea Church of England Primary School Academy Trust, a standalone academy. Which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Phil Harvey. There is no chief executive officer.

p.1

Ofsted has not previously inspected Milford-on-Sea Church of England Primary under section 5 of the Education Act 2005. However, Ofsted previously judged Milford-on-Sea Church of England Primary to be outstanding for overall effectiveness, before it opened as an academy. Since September 2024, schools have not been awarded an overall effectiveness grade. 1 and 2 October 2024

p.1

What is it like to attend this school?

This is a caring and nurturing school. Pupils are happy and feel safe. Relationships between staff and pupils are warm and respectful. Pupils know that if they have any concerns there are trusted adults who will help them. Pupils, parents and carers, staff and governors all feel part of this school community.

p.2

What is it like to attend this school?

The school is highly ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils know that adults have high expectations of them. They recognise the school values of courage, aspire, respect and explore. They know how these values help them with their learning and well-being. Pupils are kind and polite to adults and each other.

p.2

What is it like to attend this school?

Pupils are proud to take on the many leadership roles, such as house captains, school councillors, cyber ambassadors, worship and play leaders. These responsibilities give them the opportunity to represent the school and be role models. Pupils enjoy the wide range of clubs they can attend. The school ensures that all pupils take part in the many sports and creative activities on offer.

p.2

What is it like to attend this school?

Pupils understand the importance of being responsible citizens. They show acceptance and respect for others. One pupil said, ‘being different isn’t a bad thing - be proud of who you are.’

p.2

What does the school do well and what does it need to do better?

The school has high aspirations for all pupils. They have designed a curriculum that is broad, relevant and exciting. The school has identified the key knowledge and skills pupils need to learn. They have ensured that the curriculum is well sequenced. This starts in the early years and progressively builds as pupils move up through the school. In mathematics, for example, teachers know what pupils have already been taught and what their next steps in learning are.

p.2

What does the school do well and what does it need to do better?

Teachers have high expectations and strong subject knowledge. They use effective strategies which involve children recalling what they know and sharing this within lessons. Teachers revisit what pupils know to help them to remember. In all subjects, teachers use the appropriate vocabulary and ensure pupils know the meaning of new words. This starts in the early years. In science, pupils explain the meaning of gravity when recapping their learning about Isaac Newton. Across the school, teachers ask effective questions and address any misconceptions pupils may have.

p.2

What does the school do well and what does it need to do better?

Reading is a priority for the school. From the start of the Reception Year, teachers follow the phonics approach rigorously. Regular training ensures that staff are experts in the teaching of reading. Pupils achieve very well in phonics. Pupils practise their reading using books that accurately match the sounds they have learned. Those pupils that find reading more difficult are promptly given the support they need. This ensures they keep up with their peers. Older pupils have the opportunity to study a wide variety of rich texts. They 1 and 2 October 2024

p.2

3

enjoy going to the library and being able to take books to read in the amphitheatre at playtimes.

p.3

3

The school has procedures in place to identify pupils with barriers to their learning. Leaders ensure that pupils with special educational needs and/or disabilities (SEND) follow the same curriculum as their peers. However, they recognise more work is needed to make sure that all staff know how to adapt learning so that pupils with SEND learn successfully and make progress.

p.3

3

Pupils enjoy coming to school. Their attendance is high. In lessons, they are eager, enthusiastic and generally engage well in their learning.

p.3

3

The school promotes pupils’ wider development exceptionally well. There are many opportunities for pupils to develop their confidence, resilience and strength of character through the well-designed and age-appropriate personal, social and health education curriculum. This goes beyond the academic. The school enables pupils to have discussions around morality, diversity as well as different cultural aspects. Pupils feel strongly about the importance of respect for themselves and others. They aspire to be the best that they can be.

p.3

3

The school provides opportunities for pupils to understand how to be responsible, respectful, active citizens by encouraging them to think about the environment and global issues. They have received external recognition for this. Pupils talk passionately about their link school in Nepal. They are keen to raise money to enable this school to make its own future improvements.

p.3

3

Leaders, including the governing body, have identified the priorities for school improvement. Governors challenge the school effectively while supporting staff well-being. Staff appreciate the wide range of professional development opportunities available to them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a few areas of the curriculum, learning is not always adapted effectively to support pupils with SEND. As a result, some pupils do not learn and remember the curriculum well. Leaders need to ensure that they have identified the component knowledge that pupils need to learn in all subjects and that teachers understand the small sequential 1 and 2 October 2024

p.3

4

steps that pupils need to work through, so all pupils, including those with SEND, can achieve well.

p.4

How can I feed back my views?

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

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 1 and 2 October 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection 15 November 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 The school became a standalone academy on July 5, 2013.  The school does not currently use alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 1 and 2 October 2024

p.5

6

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

p.6

6

 Deep dives were carried out in these subjects: early reading, mathematics, science, art and design and physical education. For each deep dive, inspectors held discussions about the curriculum, visited lessons, spoke to teachers, looked at samples of work and spoke to pupils about their learning. The lead inspector observed pupils reading to a familiar adult.

p.6

6

 Inspectors reviewed a range of work belonging to pupils with SEND alongside the special educational needs coordinator and senior leaders.

p.6

6

 To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

p.6

6

 Inspectors met with senior leaders, subject leaders, staff and pupils.

p.6

6

 The lead inspector met with members of the governing body.

p.6

6

 Inspectors considered responses received on Ofsted Parent View, including free-text responses. They met with parents in person on the school playground.

p.6

Inspection team

Becky Greenhalgh, lead inspector Ofsted Inspector

p.6

Inspection team

Diane Charman Ofsted Inspector 1 and 2 October 2024

p.6

7

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