Mildmay Primary School

Inspection of Mildmay Primary School Robin Way, Chelmsford, Essex lCM2 8AU

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

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

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The headteacher of this school is Dominic Mulholland. This school is part of Bridge Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mark Farmer, and overseen by a board of trustees, chaired by Maggie Wilson. 13 and 14 May 2025

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What is it like to attend this school?

Pupils are confident and talk assuredly to visitors. Regular opportunities to debate and share their opinions help them become articulate and interested in current events. Pupils are kind to one another and display good manners. This creates a positive school community.

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What is it like to attend this school?

Pupils learn a broad and interesting curriculum. They enjoy learning and work hard. In many subjects, they achieve well. Pupils have a strong sense of right and wrong. They learn about and understand the need to be considerate of others who may be different from themselves.

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What is it like to attend this school?

Staff set high expectations and guide pupils to behave well. Pupils know and understand the six simple school rules. Staff enforce these fairly, which provides pupils with a sense of security. Children in early years get along well with each other They learn the school rules and routines, which helps them get ready for the next stage of their education. Older pupils are well prepared for secondary school, which gives them confidence.

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What is it like to attend this school?

Pupils enthusiastically share their experiences of trips and clubs. These opportunities help them learn more and enrich the curriculum. Most pupils participate in extracurricular activities. Many develop important skills, such as teamwork or leadership skills, which helps pupils to work well with others in the classroom.

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

The school has constructed a curriculum that ensures that pupils’ knowledge develops from the early years to Year 6. In many subjects, staff have strong subject knowledge. They explain new ideas clearly to pupils who complete tasks, which consolidates their understanding. Additionally, teachers check pupils’ knowledge accurately. Teachers give pupils timely and effective support when needed. This helps them keep up with their peers.

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

In many subjects, the school has developed effective and consistent teaching methods, for example teaching subject-specific vocabulary to help pupils explain ideas. This, and other teaching methods, helps pupils to remember new concepts well. However, in some subjects, some staff do not use teaching methods as effectively as they could. This means that some pupils do not remember all of the knowledge that leaders intend. Where this occurs, pupils also have gaps in their understanding.

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

Pupils in the school’s specially resourced provision for pupils with special educational needs and/or disabilities (specially resourced provision), which caters for deaf pupils, integrate completely into school life. They follow the same curriculum as their peers, with adaptations available if needed. Some support benefits all pupils. Other support is more targeted. Both are effective. All pupils in the school learn British Sign Language. This helps pupils communicate well with each other, building an inclusive community. All pupils learn that pupils with disabilities can and do achieve highly. 13 and 14 May 2025

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Other pupils with special educational needs and/or disabilities (SEND) have their needs identified effectively. Parents and carers work with the school to help understand pupils’ needs. Staff use effective teaching methods that help pupils with SEND gain independence and confidence. This means that they achieve in line with their peers.

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The school ensures that pupils learn to read well. The school has also adapted a visual way for deaf pupils to recognise and say phonics sounds. Pupils in Nursery Year learn to hear different sounds in the environment, which ensures they are ready to learn phonics successfully in Reception Year. Teachers check pupils’ understanding with accuracy. They use this information to fill gaps. Pupils read often. They practise reading books that match their phonics knowledge. This means pupils get ample practice and become fluent readers.

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Pupils across the school are well behaved. They are helpful, for example tidying spaces after they have used them. Lunchtimes are well organised. Pupils enjoy using the activities available to stay fit and healthy. Some pupils who may find it harder to behave well get compassionate guidance from skilled staff to help them make the right choices.

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Children in the early years are well cared for. Skilled staff ensure that children learn key mathematical skills and widen their vocabulary. Staff prioritise the teaching of important basic skills that children need for later success. Children know how to talk about their feelings and emotions. This helps them navigate social situations and develop coping strategies.

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Pupils learn about the world around them and how they fit into it. They know about key laws in our country that protect vulnerable groups. They learn about diverse people in history. Pupils’ opportunities to develop their interests are wide. These help pupils grow into well-rounded individuals, prepared for secondary school and the future. The school’s exceptional support helps pupils to become self-assured and resilient.

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The trust provides strong strategic leadership. School-wide support happens at all levels. Governors have a strong understanding of the school’s strengths and weaknesses. They make sure that trustees receive the appropriate information they need.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few subjects, some staff do not implement all of the school’s chosen pedagogical approaches as intended. This affects how well some pupils remember new concepts, because they do not make clear connections with their prior knowledge and have gaps in understanding. The school should ensure that all staff implement the curriculum in these subjects consistently so that pupils build on their previous learning effectively. 13 and 14 May 2025

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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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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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). 13 and 14 May 2025

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School details

Dates of previous inspection Not previously inspected

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Information about this school

 Mildmay Junior School joined the Bridge Academy Trust in January 2019 and Mildmay Infant School joined in May 2019. Both schools merged to become Mildmay Primary School in September 2022.  The school has a specially resourced provision for deaf pupils.  The school uses one unregistered alternative provision.  Inspectors were aware during this inspection of a serious incident involving a child who used to attend this school that had occurred since the previous inspection. While Ofsted does not have the power to investigate incidents of this kind, actions taken by the school in response to the incident were considered alongside the other evidence available at the time of the inspection to inform inspectors’ judgements.

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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 13 and 14 May 2025

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(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.

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with the headteacher, other leaders and staff. The lead inspector also met with representatives from the governing body, including the chair of governors. Additionally, the lead inspector meant representatives from the trust including the CEO.  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.  Inspectors carried out deep dives in these subjects: early reading, mathematics,

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science, art and physical education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors considered the responses to Ofsted’s online survey, Ofsted Parent View, including the free-text responses.

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Inspection team

Jessie Linsley, lead inspector His Majesty’s Inspector

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Inspection team

Nicola Shadbolt Ofsted Inspector 13 and 14 May 2025

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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.

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