Schools & FE · Report card

Milton Mount Primary School

Inspected 28 Apr 2026 · published 12 Jun 2026 · URN 147936

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Summary

No overall grade in this frameworkSafeguarding met

Lorraine Greco (lead), Paul Bateman, Susan Kelly, Vanessa Hickey

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
28 Apr 2026
Inspectors verified
Lorraine Greco, Paul Bateman, Susan Kelly, Vanessa Hickey
Postcode verified
RH10 3AG
Name on report verified
Milton Mount Primary School
Safeguarding verified
Met
URN verified
147936

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+80Very positivemore positive than 67% of reports of this type

In line with other reports of this type.

Praiseeffectivelyhigh expectationsenjoypositivestrongconsistentlyconfidenthappy

Criticismconcernsnot yetnot consistentnot consistentlyseriouslylower

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1618w+83
Leadership229w+56
Safeguarding51w−11
What needs to improve61w+73

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,959; about usual (typical 1698)
Reading level: Hard; Flesch 43, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 3%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 34%

Full report text

Milton Mount Primary School

Address: Grattons Drive, Pound Hill, Crawley, West Sussex, RH10 3AG Unique reference number (URN): 147936

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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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Pupils achieve well and leave school well prepared for the next stage of their education. Outcomes by the end of key stage 2 reflect this, and achievement is broadly in line with national expectations. Pupils with special educational needs and/or disabilities make secure progress through the curriculum and learn well from their starting points.

p.2

Achievement Expected standard

Most pupils develop secure knowledge and core skills in reading and mathematics. This supports their learning across the curriculum. However, leaders recognise that achievement in writing, including for some disadvantaged pupils, is less consistent. They are taking the right actions to strengthen writing. These actions, alongside the well-taught phonics programme, are improving pupils’ writing.

p.2

Achievement Expected standard

Across the wider curriculum, pupils develop detailed knowledge across a broad range of subjects. Pupils routinely produce work of a high standard, particularly in subjects such as science and history.

p.2

Attendance and behaviour Expected standard

Leaders prioritise improving pupils’ attendance. They apply well-established systems to check attendance trends and patterns carefully. As a result, pupils attend well. In the past, leaders identified lower attendance among some disadvantaged pupils. They responded with a sustained focus on removing barriers. Leaders' actions are having a clear impact. Disadvantaged pupils now attend more than before. Leaders work well with parents and carers, intervening swiftly if a pupil's attendance declines. They draw on the support of external agencies to provide support to address any barriers effectively.

p.2

Attendance and behaviour Expected standard

Leaders set high expectations for behaviour, which pupils meet consistently across the school. Pupils behave well in lessons, focus on learning and show pride in their work. At social times, pupils, including those with special educational needs and/or disabilities, interact harmoniously. They enjoy catching up with their friends. Staff apply the school's behaviour policies in such a way that pupils are confident that staff will deal with any issues related to behaviour or bullying effectively should they arise. Relationships between staff and pupils are warm and respectful. Leaders identify pupils who need help to manage their emotions or behaviour. They make adjustments, when necessary, so that pupils are treated with respect and supported to behave well.

p.2

Curriculum and teaching Expected standard

Leaders ensure that pupils study a broad and ambitious curriculum. They have set out clearly the knowledge, skills and vocabulary that pupils need to learn in each subject. The school provides pupils with meaningful opportunities to use and apply their learning. Leaders have a secure understanding of the curriculum. When necessary, leaders refine the curriculum to help pupils, including those with special educational needs and/or disabilities, to learn better. Typically, the curriculum equips pupils with the knowledge and skills they need for future success. This is particularly the case in reading and mathematics and, more recently, in writing. Reading has a high priority. Leaders make sure that pupils who need extra help with their reading are well supported and they catch up quickly. Staff take every opportunity to nurture and promote pupils' love of reading.

p.2

Curriculum and teaching Expected standard

Teachers have secure subject knowledge in the subjects they teach. They teach the curriculum well. There is a shared and well-understood approach to teaching. For example, teachers routinely help pupils to make links with prior learning. This is because teachers receive well-tailored professional learning. As a result, there is ever-improving teaching across the school. However, teachers do not consistently check that all pupils have secured understanding before moving learning on, which leads to less consistent outcomes for some pupils.

p.3

Early years Expected standard

Leaders have a clear and ambitious vision for the early years. Children make a positive start to school. They learn the rules and expectations set by staff right from the start, and routines are well established. The school communicates effectively with parents and carers. This helps children settle into school life successfully.

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Early years Expected standard

There is a clear focus on ensuring children secure key knowledge from the very start. Reading is a top priority. Children learn phonics well. This enables them to learn letter sounds quickly and develop positive attitudes towards reading. As a result, children learn to read well. Staff promptly identify those who need additional support. These children are supported effectively so they keep up with their peers. Handwriting is taught with clear expectations for correct letter formation from the outset. However, the teaching of number formation is less consistent and is not yet embedded as securely.

p.3

Early years Expected standard

Children are happy, settled and confident in the early years setting. They build warm, positive relationships with adults. Children show increasing independence as they choose resources and remain focused on activities for sustained periods of time. Staff interact frequently with children in a caring and responsive way. These interactions often help to extend learning. Children have plenty of opportunities to practise and apply what they are learning through carefully planned activities. As a result, they develop strong learning behaviours. They learn to communicate, cooperate and play well with their peers. Typically, children leave the early years well prepared for the expectations of Year 1.

p.3

Inclusion Expected standard

Leaders work effectively to remove barriers to learning faced by pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. This is through the timely and accurate identification of their needs. They build strong partnerships with parents and carers. This, along with working with external specialists, helps to address barriers at an early stage. As a result, pupils with SEND and disadvantaged pupils learn well across the curriculum. They increasingly participate in classroom learning, developing confidence and independence in their learning. Leaders set consistently high expectations for all pupils. They promote a highly inclusive culture. Leaders ensure teaching is purposeful and meaningful for pupils with SEND. The well-established systems help staff adapt the curriculum provision where needed. Leaders keep a close check on how well pupils with SEND are learning. If needed, they make

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Inclusion Expected standard

changes to ensure pupils with SEND continue to learn well. Disadvantaged pupils receive targeted help that improves their wellbeing and readiness to learn. Leaders maintain effective oversight of children in care. Detailed personal education plans are kept up to date through regular liaison with families and the virtual school. This ensures that support remains responsive to pupils’ changing needs.

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Leadership and governance Expected standard

Leaders have clarified and strengthened the school’s vision. This vision sits at the centre of their work and creates a strong shared sense of purpose. Leaders and the trust understand the school’s strengths and areas that need further development. They focus on the right priorities to support further improvement. Leaders recognise that practice is not yet consistent across all classrooms, particularly in writing, and they are taking steps to improve this.

p.4

Leadership and governance Expected standard

The trust provides effective oversight and works closely with leaders to support improvement. Trustees and governors fulfil their statutory requirements and know the school well. They make sure leaders have the skills, knowledge and capacity needed to continue improving the school. Together, leaders and governors offer both support and challenge. They make decisions that put pupils’ needs first, especially disadvantaged pupils.

p.4

Leadership and governance Expected standard

Leaders link staff training closely to the school’s priorities. They ensure staff receive high ‑ quality training. This builds skills across the school and helps improve consistency in teaching. Teachers who are new to the profession receive well ‑ planned and personalised support. They enact classroom practice confidently.

p.4

Leadership and governance Expected standard

Leaders manage the workload and support the wellbeing of staff highly effectively. Staff are valued, listened to and supported. Parents and carers express high levels of praise for the school and its leadership, with one parent describing it as 'a treasure that I am so happy to have found'.

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