Millfield Primary School

Millfield Primary School

Address: Recreation Road, Millfield Primary School, North Walsham, Norfolk, NR28 0ES Unique reference number (URN): 149516

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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

Leaders place great emphasis on the importance of high attendance. More pupils attend school regularly, and persistent absence has rapidly decreased, including for disadvantaged pupils and those with special educational needs and/or disabilities. Leaders analyse attendance patterns meticulously and follow up on absences swiftly. They have a thorough knowledge of the barriers that some pupils face. They work closely with external agencies when significant barriers to attending present themselves. Although attendance remains below national figures, leaders’ sustained work is leading to steady improvements and reflects their ambition.

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Attendance and behaviour Expected standard

Pupils' behaviour across the school is calm and purposeful. Pupils are friendly, caring and polite. They get on very well with each other, and bullying is rare. Pupils are confident that adults will support them if they have a problem. Leaders use the school's CARES values to promote positive learning behaviours, which they describe as courage, ambition, respect, excellence and spirit. Pupils rise to these expectations and understand what they mean. Staff consistently implement the school's behaviour policy. As a result, disruption to learning is rare. Pupils are regularly rewarded for their positive learning behaviours and are proud of their achievements. Leaders closely track behaviour and make adaptations where appropriate. This ensures that pupils with additional needs, including those pupils in the specialist resource base, typically show positive attitudes to learning.

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Curriculum and teaching Expected standard

Leaders have recently introduced a new curriculum. It is ambitious and builds cumulatively on pupils' previous knowledge and understanding. The curriculum has been key to recent rapid improvement seen across the school. The curriculum ensures a clear focus on vocabulary. Pupils use subject-specific language to talk confidently about their learning and develop oracy skills. Leaders have made thoughtful decisions on how to teach the curriculum in mixed-age classes. Consequently, all pupils make progress from their different starting points.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of teaching and use this to provide targeted professional development for staff. Teachers have a consistent approach to teaching. They use clear explanations and modelling. Across subjects, they routinely check pupils’ understanding and adapt their teaching to address misconceptions. However, staff do not always address errors in spelling and handwriting promptly. As a result, pupils’ written work across subjects varies in quality.

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Curriculum and teaching Expected standard

Leaders have prioritised reading. They provide high-quality texts that promote diversity. This helps pupils to learn about other cultures. Pupils at the earlier stages of reading benefit from effective, structured phonics teaching from well-trained staff. Leaders ensure that all pupils learn to read fluently and have the mathematical knowledge they need. Any pupils who need additional help are quickly given targeted support.

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Early years Expected standard

Children arrive at the start of the school day ready to learn. They enjoy warm, caring relationships with adults. This helps them to feel safe and secure. Children demonstrate positive attitudes towards school and are eager to take part in the range of activities offered to them.

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Early years Expected standard

Leaders have a secure understanding of the quality and impact of early years provision. They provide effective learning opportunities, both indoors and outdoors. Leaders have created a calm and purposeful space that supports children's learning. Children benefit from well-established routines that help them to develop confidence and independence. Their daily experiences are characterised by high-quality interactions with adults that help to move their learning on. Leaders have implemented an ambitious curriculum that enables children to develop appropriate knowledge and skills across the different areas of learning. Adults use effective assessment to track this and provide extra support where necessary. As a result, children make good progress and thrive in the Reception Year class. This includes children with additional needs or other barriers to learning.

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Early years Expected standard

Adults teach phonics consistently well. Children are quickly becoming confident readers. Adults help children to form their letters correctly. They make sure that children have plenty of opportunities to practise these important skills.

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Inclusion Expected standard

Leaders ensure that pupils with additional needs are identified swiftly and accurately. They work closely with families and external agencies so that transition into and out of the school is smooth. Leaders closely track the progress of pupils with special educational needs and/or disabilities and adapt their provision as required. As a result, barriers to learning are removed, and pupils thrive.

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Inclusion Expected standard

Leaders provide staff with the information and training they need to support pupils with additional needs. These pupils benefit from high-quality teaching alongside effective extra help. Leaders have developed 'The Glade' as a relaxed but purposeful space for a range of interventions. Leaders' focus on establishing positive routines and clear expectations has led to a calm learning environment. Pupils know what to expect and engage well in their learning. They make appropriate progress from their starting points. Where alternative provision is used, it is effective.

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Inclusion Expected standard

Leaders have developed a well-considered pupil premium strategy that is specific to the needs of this community. Pupil premium funding is used appropriately to ensure equal access to learning and enrichment activities. As a result, barriers to learning and engagement are removed.

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Inclusion Expected standard

The specialist resource base is a springboard to success for the pupils who attend. Pupils' needs are well understood, and they receive high levels of care. Each pupil benefits from a bespoke package of support that enables them to integrate into the main school. As a result, attendance is improving, and pupils enjoy positive relationships with their peers and staff.

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Leadership and governance Expected standard

Since the last inspection, there have been significant changes to the leadership of this school. Leaders at all levels have a thorough knowledge of the school and its community. They have taken timely, well-considered actions to secure sustained improvement in the best interests of children and families. While outcomes do not currently reflect the impact of this work, they are felt in other areas of the school's provision. For example, leaders have introduced a new curriculum, strengthened the early years and ensured that incidents of poor behaviour have sharply reduced. Leaders have a clear vision for the school based around 'giving every child the chance to succeed and be happy'. They robustly monitor the progress they make and maintain further ambitious plans for the future.

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Leadership and governance Expected standard

Those with responsibility for governance have the skills and experience to support the school effectively. They have a secure understanding of their responsibilities and use this to challenge and support leaders. The trust has allocated resources to strengthen the leadership capacity of the school. This is making a difference.

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Leadership and governance Expected standard

Leaders provide staff with high-quality, relevant professional development. This includes leadership development opportunities. Staff morale is high. They are confident that leaders take their workload and wellbeing into consideration. Staff recognise the professional trust that leaders have in them.

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Leadership and governance Expected standard

Leaders, including governors, engage with parents, carers and the wider community. Most are supportive of the school and the quality of care and education provided for their children. However, leaders are working to regain the trust of a minority after a period of considerable change.

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Personal development and wellbeing Expected standard

Leaders have implemented a personal development programme that is responsive to the needs of pupils. The personal, social and health education curriculum provides pupils with opportunities to learn about how to keep themselves safe, stay healthy and enjoy positive, healthy relationships. Pupils are confident in talking about their learning and can apply their understanding to real-life scenarios. This includes keeping themselves safe online.

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Personal development and wellbeing Expected standard

Pupils develop as responsible citizens who have a deep sense of respect for other people. Opportunities to learn about other cultures, faiths and abilities are threaded through the curriculum, for example in the choice of texts that pupils read. Pupils take part in activities that promote tolerance and anti-bullying, such as 'odd socks day'. As a result, pupils of all abilities and backgrounds are meaningfully included in the life of the school. This includes pupils from the specialist resource base, who integrate seamlessly into mainstream lessons and activities.

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Personal development and wellbeing Expected standard

Leaders encourage pupils to develop 'spirit', which they describe as joining in with energy and a positive attitude. They provide a range of enrichment activities, such as after-school clubs, theatre trips and visits from external speakers. These experiences broaden pupils’ horizons and inspire them to pursue new interests. 'Spirit week' encourages pupils to try new experiences, such as surfing and paddle boarding, alongside visits to local attractions. Pupils enjoy taking part, cheering each other on and having fun while learning. Leaders

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Needs attention

have ensured that all pupils, including those who are disadvantaged, can participate in these activities through judicious use of pupil premium funding. Many pupils take on leadership roles and want to get involved in school life. Their voice is important, and every class is well represented by school council representatives and their deputies. This helps pupils to share their thoughts and opinions positively.

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Needs attention

Pupils’ wellbeing is prioritised. Pupils enjoy positive, caring relationships with staff in addition to targeted pastoral support. Leaders work closely with other local schools. This ensures that older pupils are ready for the transition to the next stage of their education.

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Achievement Needs attention

Historically, pupils have not achieved as well as they should in national tests and assessments. Outcomes remain below national averages. This has meant that in the past, some pupils have not been well prepared for the next stage of their education.

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Achievement Needs attention

Recent improvements to the curriculum and teaching are having a positive impact on the rate of progress pupils across the school are making. This includes pupils with special educational needs and/or disabilities, those who are disadvantaged and those who are known or previously known to social care. In all years, pupils are securing knowledge and skills in handwriting, spelling, reading and mathematics. However, because of previous weaknesses, some pupils still have gaps in their learning. Leaders are prioritising this. They ensure that targeted extra help is tightly focused, and, as a result, more pupils are making steady progress from their starting points.

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

Pupils at this school are happy, caring and kind. They look out for each other and enjoy positive relationships with staff. Pupils feel safe. They are confident that staff are there to help them. They know how to keep themselves safe and ask for help if they need it. Pupils' behaviour is calm and positive. Bullying is rare. If it does occur, staff deal with it quickly and effectively.

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

Historically, outcomes have not been in line with national averages. However, the new curriculum is having a positive impact on the progress that pupils make. Teachers' consistent approach and clear routines have changed the way that pupils are learning. They enjoy their lessons and want to do well. They are proud of the work they do and the rewards they receive. Typically, pupils are prepared for the next steps of their education.

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

Pupils benefit from a range of clubs, such as choir, rugby and arts and crafts. Enrichment activities are inclusive. This means that high numbers of pupils from across the school take part. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils. Pupils appreciate the leadership roles available to them, such as school counsellor and head boy or girl. These roles help them to develop confidence and responsibility. Older pupils are positive role models. Year 6 pupils act as 'lunchtime buddies', setting out play equipment and interacting with younger pupils. This helps to create a feeling of community where all pupils are valued.

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

Pupils are tolerant and respectful. They celebrate the differences that make each person unique. Pupils from the specialist resource base are well integrated into the main school, and most learn alongside their peers. Pupils have a strong sense of belonging and identity. They understand and respect the school's values. As a result, more pupils are attending school regularly, particularly those who have special educational needs and/or disabilities and those who are disadvantaged.

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Next steps

Leaders should ensure that misconceptions and errors in pupils' foundational knowledge, including letter formation, spelling and handwriting, are quickly identified and addressed to secure and deepen pupils' learning. Leaders should ensure that high standards of curriculum and teaching are further developed and sustained across all subjects and phases, leading to improved outcomes for all pupils. Leaders should continue to embed their work to improve pupils' attendance so that fewer pupils are absent from school.

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About this inspection

This school is part of the Enrich Learning 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), Pete Jordan, and overseen by a board of trustees, chaired by Susan Ferguson.

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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 school leaders, including the headteacher, executive headteacher, special educational needs coordinator and other senior leaders. They also spoke with leaders from the trust, including the director of schools and education. The lead inspector spoke with trustees (including the chair), the CEO and the chair of the local governing board. Inspectors spoke to parents and carers and reviewed the findings of the parent, staff and pupil Ofsted online surveys.

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About this inspection

Inspectors visited lessons to look at pupils' work and the curriculum and to speak with pupils about their learning and wider school activities. Inspectors also spoke to pupils at social times and met with groups of pupils. They spoke with the Norfolk Virtual School and a representative from an alternative provider.

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Team inspectors:

Jo Nutbeam, Ofsted Inspector Nicola Shadbolt, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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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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315

Close to average The inspectors confirmed the following information about the school:

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315

The headteacher took up their position in April 2025. Since the last inspection, there have been significant changes to other members of the senior leadership team.

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315

The school currently makes use of one alternative provider.

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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 6 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 needs support 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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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average

2023/24 (final) 38% 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

2023/24 (final) 69% 62% 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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2023/24 (final) 56% 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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national average

2023/24 (3 term) 17.6% 14.6% Close to average

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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

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 .

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Urgent improvement

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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