Milton Park Primary School

Milton Park Primary School

Address: Milton Park Road , Weston-Super-Mare , Somerset, BS22 8DY Unique reference number (URN): 144917

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Most pupils attend school regularly. Many pupils join the school at various stages of their primary education and at different points in the school year. Leaders work closely with these pupils and their families to support them to attend well. The school has improved pupil attendance through initiatives such as the breakfast club provision and morning calls made to families. In most cases, leaders have secured notable improvements to individual pupils' attendance. That said, leaders are determined to continue this work to secure greater attendance for all.

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Attendance and behaviour Expected standard

Leaders have worked collaboratively with staff to secure a calm and purposeful learning environment. Staff's management of behaviour creates a consistent experience for pupils in classrooms and communal areas. The school's values and clear expectations are welcomed by pupils. Pupils talk positively about their relationships with staff, and they feel confident about raising any issues that may occur. They say bullying is rare, but they would not hesitate to talk to staff if they had concerns. Leaders have thought carefully about how to support pupils who may need additional help to regulate their behaviour. Staff are well trained to support these children.

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Curriculum and teaching Expected standard

Leaders have worked collaboratively with the trust to implement a well-planned, ambitious curriculum. Leaders have thought carefully about the order of content in each subject and how pupils’ knowledge builds over time. There are opportunities for pupils to revisit and build on prior learning. Pupils use the school's 'purple polish' system well to review and refine their work.

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Curriculum and teaching Expected standard

The curriculum includes content that is relevant and accessible to pupils, including for pupils with special educational needs and/or disabilities and those who are disadvantaged. Pupils are taught content that inspires a love of learning. The curriculum extends beyond the classroom. For example, school visits to a local museum and events such as an African drumming workshop enrich the curriculum.

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Curriculum and teaching Expected standard

Teachers use assessment effectively to identify gaps in pupils' knowledge. Across the curriculum, teachers generally make adaptations to meet the needs of pupils with barriers to learning. Teachers and leaders regularly review pupils' progress to ensure that teaching helps pupils to secure knowledge well over time.

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Curriculum and teaching Expected standard

Leaders accurately identified that the reading curriculum needed to be revised to ensure pupils achieve better outcomes. A new curriculum is now in place, and relevant training has supported staff to be well equipped to deliver this.

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Early years Expected standard

Children make a positive start in the early years. They benefit from meaningful interactions with staff. As a result of careful planning, staff use carefully selected vocabulary when speaking with children. This supports children's oracy and understanding of topics such as weighing and comparing. The school works closely with parents and carers. The number of children who achieve a good level of development is broadly in line with the national average. Children are typically ready to move into Year 1.

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Early years Expected standard

The curriculum has been carefully ordered and prioritises early reading, number work and writing. Staff know the children well and respond to their needs. This helps to build children's confidence and sense of wonder. Children form secure bonds with one another and demonstrate positive, respectful relationships with their peers. This helps their learning develop, for example, when engaging in building activities where collaboration is essential.

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Early years Expected standard

Children in the Reception Year enjoy their phonics lessons. Carefully designed training supports staff to teach the programme consistently. They check for gaps and address these by providing additional practice and support.

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Inclusion Expected standard

Leaders have created an inclusive culture that permeates through all aspects of the school’s work. They put pupils' needs at the heart of their decision making. Leaders have worked collaboratively with the local authority and other professionals to understand the changing context of the school community. They understand the challenges that many pupils face and identify their needs swiftly and precisely. With this knowledge, leaders have adapted the school to cater for everyone. Leaders ensure personalised and effective support is in place.

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Inclusion Expected standard

The school's special educational needs unit provides tailored learning to pupils who have greater needs, ensuring they are ready for the next stage of their education. Staff's deep understanding extends to other classrooms in the school, where adaptations are commonplace. Makaton, for example, enables those who need it to access the same learning as their peers. Staff carefully introduce pupils to new knowledge to help them access learning. The additional funding that the school receives for disadvantaged pupils is used well to support additional provision and adaptations that benefit these pupils.

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Inclusion Expected standard

Leaders provide a comprehensive package for staff development. This includes recent training about supporting different needs. Staff effectively adapt strategies to align with pupils' needs. Leaders support pupils with special educational needs and/or disabilities (SEND) to engage and participate in the trust's SEND council. Pupils learn how to represent others with SEND and plan new opportunities. For example, pupils took part in a food- tasting session, where they explored the impact of food on regulation and concentration.

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Leadership and governance Expected standard

School leaders are determined and committed to the school's development. They make decisions in the best interests of pupils, including those with special educational needs and/or disabilities (SEND). Leaders provide clear direction and ensure they meet statutory expectations in relation to safeguarding, where procedures are precise and rigorous. The wellbeing of staff is considered carefully by leaders. Staff enjoy working at the school. They know that leaders listen to their views. Trustees support local governors well. Governors fulfil their statutory duties effectively. For example, they closely monitor the effectiveness of safeguarding procedures and have precise oversight of the school's provision for disadvantaged pupils and those with SEND. They seek external advice to check that the school is operating as it should and review and refine the way they support and challenge leaders. The wellbeing of leaders and staff is

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Leadership and governance Expected standard

carefully considered by governors and trust leaders. Supportive strategies such as ‘supervision' are in place to support this.

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Leadership and governance Expected standard

Trust leaders are meticulous in their analysis of the school's strengths and areas for development. For example, they are fully invested in developing and training staff to support the delivery of the new curriculum.

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Leadership and governance Expected standard

Parents are typically positive about the work of the school and many say they are proud to send their children to this school.

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Personal development and wellbeing Expected standard

School leaders have designed a clear, progressive programme for personal development. It supports all pupils with their personal and social development, including those who are disadvantaged and pupils with special educational needs and/or disabilities. The relationships and health education curriculum is delivered in an age-appropriate way. Pupils understand that we are all different and, as a result, respect and tolerate others' values, opinions and lifestyles. Pupils know that everyone should be treated fairly and recognise that this happens in school. Pupils learn about staying safe both online and offline. Dreams and goals are discussed by pupils in their lessons, helping them develop exciting aspirations.

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Personal development and wellbeing Expected standard

Pupils have a secure understanding of different faiths and beliefs. They enjoy trips to local places of worship to help them to draw comparisons between religions and build on prior learning, while also supporting their cultural understanding.

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Personal development and wellbeing Expected standard

Pupils are developing their knowledge of fundamental British values. They relish the opportunity once a year to vote for school councillors and ambassadors. School councillors and ambassadors are proud to show visitors around the school. They talk positively about the school values of ‘Resilience, Respect and Responsibility’ and how the values help them feel part of the school. Pupils feel welcome, valued and respected.

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Personal development and wellbeing Expected standard

Children in the early years build their social skills while they learn and play. There are rich opportunities for them to continue to develop these skills as they seamlessly mix with pupils in Year 1.

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Personal development and wellbeing Expected standard

Pupils relish the opportunities to engage in after-school activities where they can develop their skills and interests. Chess club and multi-skills clubs are popular and support pupils to build friendships. Pupils enjoy raising money for charities. This supports them to reflect on people in crisis and how to help. The school's ‘milkshake and biscuits’ day enables pupils to proudly support the school to fund more play equipment.

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Achievement Needs attention

Over the last 3 years, the proportion of pupils reaching the expected standard in reading and mathematics at the end of Year 6 has been inconsistent. Published data indicates that pupils were often not ready for their next stage of education.

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Achievement Needs attention

Leaders' introduction of the new curriculum is helping pupils to build knowledge more securely over time. For example, leaders' work on early writing and extended writing across the curriculum has had a positive impact on pupils' outcomes. Results in writing are now broadly in line with the national average over the past 3 years. Across subjects, gaps in pupils' knowledge, especially in the foundational knowledge that pupils need to know, are now being addressed robustly. That said, leaders remain focused on ensuring that pupils' improved progress through the curriculum is more consistently reflected in published data.

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Achievement Needs attention

The progress pupils make through the wider curriculum is typically secure.

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What it's like to be a pupil at this school

Pupils who attend Milton Park Primary School enjoy learning. Pupils learn a broad and engaging curriculum. However, over time, pupils' achievement is inconsistent. Some pupils do not achieve as well as they should. This is especially the case in reading, where published outcomes have been lower than those reported nationally over the last 3 years.

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What it's like to be a pupil at this school

Pupils who are disadvantaged and those with special educational needs and/or disabilities are fully integrated into the school. Leaders have worked successfully with the local authority to introduce a special educational needs (SEN) unit. Pupils who learn in the SEN unit are thriving. As a result, pupils feel like they belong.

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What it's like to be a pupil at this school

Leaders ensure that all pupils, including those who are disadvantaged, have access to school clubs and trips. This enables pupils to develop their interests, form positive relationships with their peers and learn skills that prepare them for experiences beyond the school.

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What it's like to be a pupil at this school

Pupils typically behave well while following the school's values of resilience, responsibility and respect. This helps pupils to feel happy and valued. Pupils feel safe and know that staff will help them if they have any worries. Strategies such as the 'worry box' are welcomed by pupils. Staff help new pupils feel part of the school family when they join the school at different points in the school year. Pupils are positive about their experiences at school. They enjoy playtime activities such as playing with the sand, tyres and water. A new play strategy during lunchtime ensures that a variety of games are on offer to pupils. Pupils particularly enjoy working together to build dens and fortresses from scrap materials.

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Team inspectors:

Andrew Lovett, Ofsted Inspector Caroline Musty, Ofsted Inspector

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Next steps

Leaders should continue to embed the new reading curriculum so that pupils' attainment in reading increases in line with leaders' aspirations, including for pupils who are disadvantaged, to ensure that they are well prepared for their next stage of education. Leaders should continue to refine their monitoring of attendance to support pupils, especially those who are disadvantaged and pupils with special educational needs and/or disabilities, to attend well.

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About this inspection

This school is part of Extend Learning Academies Network, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Adam Matthews, and overseen by a board of trustees, chaired by Rosemary Carr.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with members of the senior leadership team, teachers, support staff, trustees, governors, executive trust leaders, pupils, parents and carers during the inspection.

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About this inspection

The school uses 2 registered and 2 unregistered alternative provisions.

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About this inspection

The school has opened a local authority commissioned resource base for pupils with complex special needs since the previous inspection.

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About this inspection

Headteacher: Mrs Katherine Jordan The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2022/23 (final) 54% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2022/23 (final) 76% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 77% 72% Close to average

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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 65% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 71% 74% Close to average

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average

2022/23 (final) 67% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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national average

2023/24 (final) 35% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 56% 63% Close to average

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average

2022/23 (final) 56% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 60% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 56% 61% Close to average

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average

2022/23 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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