Schools & FE · Report card

Milton Primary Academy

Inspected 21 Apr 2026 · published 15 Jun 2026 · URN 144441

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Summary

No overall grade in this frameworkSafeguarding met

Claire Medhurst (lead), Allyson Brown, Su Plant

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Strong standard
Inclusion verified
Strong standard
Leadership and governance verified
Strong standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
21 Apr 2026
Inspectors verified
Allyson Brown, Claire Medhurst, Su Plant
Postcode verified
ST2 7AF
Name on report verified
Milton Primary Academy
Safeguarding verified
Met
URN verified
144441

Page 1 of 15

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 behaviourStrong
Curriculum and teachingExpected
Early yearsStrong
InclusionStrong
Leadership and governanceStrong
Personal development and wellbeingStrong

Tone of the report

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

+80Very positivemore positive than 66% of reports of this type

In line with other reports of this type.

Praisevery wellpositivefeel safehigh expectationsthriveeffectivelyeffectiverespectful

Criticismconcernsseriouslyinconsistenciesnot strongnot yetgapsnot consistentlylow

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1273w+84
Leadership236w+60
Safeguarding51w−11
What needs to improve24w+39

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

Achievement is improving but is not yet consistently strong across all subjects. p.4

Next steps

Quoted from the report. Tap to see it on the page.

Leaders should continue to strengthen the consistency of teaching across the school so that pupils build knowledge securely and achieve consistently well over time. p.6

What the report dwells on

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

Leadership & governance30
“They follow the school rules of ‘Be ready, be respectful, be safe’ and live up to the high expectations set by leaders.” p.2
Progress & outcomes12
“Achievement is improving but is not yet consistently strong across all subjects.” p.4
Teaching & assessment11
“Staff know children very well and adapt teaching precisely to meet their needs.” p.2
Curriculum10
“Achievement is improving but is not yet consistently strong across all subjects.” p.4
SEND & inclusion7
“This results in a highly inclusive culture where all pupils feel a real sense of belonging and can thrive.” p.2
Behaviour7
“Leaders establish clear routines and high expectations from the moment children enter school.” p.2
Wellbeing & mental health7
“This positive, collaborative approach means children feel safe, emotionally secure and ready to learn.” p.2
Attendance6
“Leaders have effective systems to monitor attendance closely.” p.2

Anatomy of the report

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

Pages: 15
Words of findings: 1,584; about usual (typical 1698)
Reading level: Hard; Flesch 49, typical 43
Average sentence: 13 words
Next steps: 1; typical 3
Hedged sentences: 3%; “some”, “not always”, “most”…

Where the words go

Findings 45%Leadership 8%Safeguarding 2%What needs to improve 1%About the inspection 44%

Full report text

Milton Primary Academy

Address: Leek Road, Milton, Stoke-on-Trent, Staffordshire, ST2 7AF Unique reference number (URN): 144441

p.1

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

Attendance and behaviour Strong standard

Leaders have effective systems to monitor attendance closely. They identify causes of low attendance and intervene swiftly. Staff employ a wide range of strategies for those pupils who need it, including breakfast club provision and the ‘wellbeing doorbell’. These strategies and positive relationships with families help reduce barriers to attendance. Leaders promote the importance of attendance from the first day that pupils start school. As a result, overall attendance for the school is high.

p.2

Attendance and behaviour Strong standard

Pupils behave extremely well, in and out of lessons. They follow the school rules of ‘Be ready, be respectful, be safe’ and live up to the high expectations set by leaders. Pupils work enthusiastically and are keen to take part, for example by confidently predicting what might happen next in a reading lesson. Routines are well established and create a calm, orderly and respectful environment. Staff use positive approaches to help pupils manage their behaviour and make good choices. Leaders make sure pupils who need extra help receive the right support. Leaders have developed a culture of respect. Relationships between staff and pupils are warm and caring. This means that bullying rarely happens. Pupils feel safe, valued and ready to learn.

p.2

Early years Strong standard

Children get off to a positive start in the early years. Leaders establish clear routines and high expectations from the moment children enter school. Staff know children very well and adapt teaching precisely to meet their needs. For example, they focus on the development of scissor skills and pencil grip where these are not well developed. As a result, all children, including those with special educational needs and/or disabilities, build knowledge and skills securely across all areas of the early years curriculum.

p.2

Early years Strong standard

Leaders share the early years motto, ‘Expect the best from the beginning,’ with all parents and carers when their children start school. This partnership continues with events such as workshops and ‘learn with me’ sessions held throughout the year. This positive, collaborative approach means children feel safe, emotionally secure and ready to learn.

p.2

Early years Strong standard

A strong focus is placed on communication and language. This helps children develop their speaking and listening skills. Carefully chosen stories, rhymes and songs enrich children’s daily experiences. Early reading is prioritised through effective phonics teaching and practised through meaningful play. Staff encourage children to work and play together, manage their feelings and build positive relationships. By the end of the Reception Year, children are very well prepared for the demands of Year 1.

p.2

Inclusion Strong standard

Leaders are deeply committed to doing what is right for every child. This results in a highly inclusive culture where all pupils feel a real sense of belonging and can thrive. Leaders quickly and accurately identify pupils’ needs and any barriers they may face. This includes disadvantaged pupils, those with special educational needs and/or disabilities and those known (or previously known) to children's social care.

p.2

Inclusion Strong standard

Staff are well trained and knowledgeable. They know the children very well. Careful adaptations are made to teaching and the learning environment. This enables all pupils to access the full curriculum. Leaders work closely with external specialists to ensure pupils get the support they need. As a result, pupils' barriers to learning and wellbeing reduce over time.

p.3

Inclusion Strong standard

Leaders identify and support the needs of disadvantaged pupils through academic, social and enrichment opportunities. Leaders monitor pupils' progress carefully and make sure that pupils also benefit from wider opportunities. Staff work effectively with parents and carers to overcome difficulties and ensure success.

p.3

Inclusion Strong standard

Children known, or previously known, to social care are very well supported. Leaders work with external agencies, including those responsible for looked-after children, to meet pupils’ needs. As a result, pupils flourish in their learning and wellbeing.

p.3

Leadership and governance Strong standard

Leaders are committed to ensuring that every pupil feels included, achieves and thrives. Leaders’ decisions are firmly rooted in what is in pupils’ best interests, particularly for those who are vulnerable. This highly inclusive vision is shared by all.

p.3

Leadership and governance Strong standard

Leaders understand the school’s strengths. They wisely identify areas for improvement and take thoughtful, well-considered action. Leaders work closely with colleagues from across the trust, sharing ideas and drawing on wider expertise. This helps them to strengthen practice across the school. Staff professional learning is of a high quality, meaning all staff can develop expertise. This includes those teachers who are new to the profession.

p.3

Leadership and governance Strong standard

Governance is highly effective. Trustees and the local community committee are aware of their statutory duties and ensure that these are met. They fully understand the school’s context and know its priorities well. Trustees use detailed information to challenge and support leaders effectively. They check how resources are used and ensure that decisions benefit pupils, especially those who are the most vulnerable. This partnership helps the school continue to drive improvement.

p.3

Leadership and governance Strong standard

Parents and carers hold the school in high regard. Many feel well informed and appreciate the school’s work to ensure their children achieve well, both academically and personally. Leaders take staff wellbeing seriously. Staff feel supported and value the consideration given to their workload. Leaders also work positively with other professionals and the wider community to enhance pupils’ wellbeing and learning.

p.3

Personal development and wellbeing Strong standard

Leaders are very ambitious for pupils’ personal development and wellbeing. They have established a comprehensive programme that is carefully tailored to meet the needs of all pupils. Pupils are offered a wide range of experiences, from sports events and after-school

p.3

Expected standard

clubs to educational visits and visitors. Leaders ensure that all pupils participate and benefit fully.

p.4

Expected standard

Leaders’ deep understanding of pupils and their positive relationships with families enable them to identify pupils requiring additional support and act quickly. Pastoral care is highly effective. Pupils recognise its strength in reducing barriers to learning. They can give examples of how what they have learned at school has helped them in the community. This enables them to become resilient, confident and independent learners.

p.4

Expected standard

The recently updated personal, social and health education curriculum is well sequenced. It is adapted to meet pupils’ needs and their locality. Pupils speak with maturity and in detail about keeping themselves safe. They know about different types of families and relationships. Pupils have a secure understanding of fundamental British values. They know the importance of tolerance and acceptance of the views and beliefs of others. Pupils believe that ‘if everyone was the same, it would be a very boring world.’

p.4

Expected standard

Pupils appreciate the opportunities they have to contribute to school life. They report that the roles they hold, for example on the pupil senate or as digital leaders, make them proud to be part of change and decision-making. They learn about a range of careers and understand how their schoolwork can help them to achieve their ambitions for the future. Pupils are very well prepared for life beyond school.

p.4

Achievement Expected standard

Pupils generally achieve results that are in line with, or slightly above, national averages. Disadvantaged pupils achieve well by the end of Year 6 when compared with disadvantaged pupils nationally. The gap between these pupils and their peers is narrowing. Pupils attain significantly above average in the Year 1 phonics screening check.

p.4

Achievement Expected standard

Pupils build key knowledge and skills securely from their starting points. They know and remember more as they move through the curriculum. There has been a steady improvement in outcomes at the end of key stage 2 over the last 3 years. Achievement is improving but is not yet consistently strong across all subjects.

p.4

Achievement Expected standard

Pupils who need additional help to learn to read receive effective support. This helps them to catch up and access their wider learning. Pupils with special educational needs and/or disabilities achieve well from their starting points. Most pupils are well prepared for the next stage of their education.

p.4

Curriculum and teaching Expected standard

Leaders have designed a curriculum that is broad, balanced and ambitious. They have ensured that the curriculum is engaging and meets pupils’ needs. It is carefully sequenced to allow pupils to build their knowledge over time. Teachers understand the curriculum and typically deliver it well. Leaders have an accurate understanding of the quality of teaching. They visit lessons regularly and use what they learn to make decisions that improve practice. Leaders are aware that there are some inconsistencies in the quality of teaching. They provide clear training, modelling and support to address these and strengthen staff subject knowledge.

p.4

Curriculum and teaching Expected standard

Leaders make sure that pupils acquire the important skills and knowledge they need, including handwriting, spelling and number facts. Phonics is taught effectively. As a result, pupils gain the skills they need to learn to read. Any pupils who need extra help are supported to catch up quickly.

p.5

Curriculum and teaching Expected standard

Staff regularly check what pupils know and can do. They adapt their teaching to address any gaps or misconceptions. Staff use their knowledge of pupils’ needs to ensure the right support is in place for all pupils. Leaders monitor this support and make changes when needed.

p.5