Other · Ofsted report

Millom Infant School

Inspected — · URN 112159

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Summary

No overall grade in this framework

Liz Dayton (lead), Trish Merritt

What we read, and from where

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Inspectors verified
Liz Dayton, Trish Merritt
Postcode verified
LA18 4LP
Name on report verified
Millom Infant School Monitoring inspection: 14 July 2026
URN verified
112159

Page 1 of 12

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Tone of the report

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+9Mostly positivemore positive than 29% of reports of this type

In line with other reports of this type.

Praisepositiveenjoyconsistentlyimprovedsecurefeel safehigh expectationscaring

Criticismweaknessesgapsconcernsstrugglevariableconcerndisruptinconsistencies

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FindingsSafeguardingAbout the inspectionWhat needs to improve positive critical

Findings1074w+10
Safeguarding51w−11
What needs to improve1047w+9

Strengths

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Concerns

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However, the school's work to reduce barriers to pupils' academic success is inconsistent and lacks oversight. p.4

Next steps

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Anatomy of the report

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Pages: 12
Words of findings: 2,170; longer than usual (typical 1049)
Reading level: Hard; Flesch 49, typical 45
Average sentence: 14 words
Next steps: 8; typical 5
Hedged sentences: 9%; “some”, “not always”, “most”…

Where the words go

Findings 36%Safeguarding 2%What needs to improve 35%About the inspection 27%

Full report text

Millom Infant School

Address: Lapstone Road, Millom Infant School, Millom, Cumbria, LA18 4LP Unique reference number (URN): 112159

p.1

Monitoring inspection: 14 July 2026

Urgent improvement This school had a full inspection on 3 February 2026 . We graded some areas as 'urgent improvement' and 'needs attention' from the full inspection. We carried out a monitoring inspection on 14 July 2026.

p.1

Monitoring inspection: 14 July 2026

Inspectors only considered the areas marked as updated. Inspectors focused on the following areas: Achievement, Early years, Leadership and governance. To find out more read our monitoring inspection guidance.

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.2

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.

p.2

This school requires special measures

His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to provide an acceptable standard of education, and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

p.2

Personal development and wellbeing Expected standard

Despite other weaknesses in the school's provision, leaders have maintained a strong focus on pupils' personal development since the previous inspection. Pupils, including disadvantaged pupils, benefit from a well-organised programme that ensures they gain the knowledge that they need for their future lives in modern Britain.

p.2

Personal development and wellbeing Expected standard

Pupils are taught how to stay safe. They enthusiastically sing the penguin online safety song, learn about healthy choices and talk about their feelings. Pupils learn how to be kind and understand that families can be different from their own. Pupils also discuss questions of fairness and demonstrate a secure understanding of right and wrong. They think carefully about the impact their choices have on others. Pupils gain an age-appropriate understanding of fundamental British values and healthy relationships.

p.2

Personal development and wellbeing Expected standard

Leaders make sure that all pupils, regardless of their needs or circumstances, can join clubs and participate in school trips. Pupils enjoy visiting the care home, where they sing and join in with craft activities. They also talk fondly about helping at community events and learning about local history. These experiences build their confidence and pride in their town.

p.2

Needs attention

The recently reintroduced school council gives pupils a voice. Pupils suggest ideas, such as holding a fundraising party to raise money for charity. They look forward to seeing their plans come to life. Outdoor activities, such as making s’mores and building dens, help pupils to develop resilience, teamwork and curiosity.

p.3

Needs attention

Parents, carers and local residents come in to school and talk about their careers. This includes police officers and nurses. This helps pupils, even at their young age, think about what they might want to do when they grow up.

p.3

Attendance and behaviour Needs attention

Over time, attendance rates have been below the national average. Some pupils miss too much school. However, leaders are beginning to take appropriate steps to improve pupils' rates of attendance. The breakfast club provides a calm and supportive start to the day, helping pupils to arrive on time. Leaders have started to track absence and they contact families promptly when pupils' attendance starts to cause concern. This has led to some improvements for individual pupils, but this work is relatively new and has not had a sustained impact on different groups.

p.3

Attendance and behaviour Needs attention

Typically, pupils behave sensibly in most areas of the school. Many follow the established routines well and settle quickly to learning. Generally, staff have high expectations of pupils' behaviour and they apply the behaviour policy consistently. Most pupils have positive attitudes to learning. However, at times, a small number of pupils disrupt learning. This is often when learning does not meet their needs.

p.3

Attendance and behaviour Needs attention

Relationships between staff and pupils are warm, contributing to a caring and safe school culture. Pupils report that bullying is rare and that staff respond promptly to any concerns. Leaders act swiftly when any discrimination or harmful behaviour arises.

p.3

Curriculum and teaching Needs attention

Leaders do not have a full understanding of the quality of the curriculum or the manner in which it is taught. Their checks do not accurately identify weaknesses in curriculum design or teaching. As a result, leaders cannot make swift decisions that improve practice so that recent improvements can be built on.

p.3

Curriculum and teaching Needs attention

The key stage 1 curriculum has improved. It is well ordered and sets out the knowledge and vocabulary that pupils should learn. However, the delivery of the curriculum remains variable. Teachers do not use assessment information well enough to match activities to pupils' needs. Sometimes, these activities are too easy or difficult. In addition, gaps in pupils' fundamental knowledge, especially in writing and mathematics, are not identified or addressed well enough. Some teachers miss important errors in pupils' work. In contrast, the teaching of early reading is more secure. Teachers follow the phonics programme well to build pupils' early reading knowledge. Teachers are at the early stages of knowing how to adapt teaching to meet the needs of pupils with special educational needs and/or disabilities or those pupils with other barriers to learning. These pupils struggle to catch up or find it difficult to meet their short- and long-

p.3

Early years Updated Needs attention

Since the previous full inspection, leaders have taken effective action to improve the quality of the early years. Leaders have established a clear early years curriculum that sets out what children should learn over time. While there are still inconsistencies in the delivery of the curriculum, children now build on their learning more securely.

p.4

Early years Updated Needs attention

Leaders have made improvements to the indoor and outdoor environments, since the previous full inspection. Children now have access to a range of activities and resources that promote their learning across the curriculum. Staff have recently accessed training to develop their understanding of how to deliver the curriculum effectively. This has enabled them to use their interactions with children more purposefully to build on their knowledge and skills. However, there is still variability in the quality of these actions. This means that, while children are now better prepared for Year 1, some do not progress in their learning as well as they could.

p.4

Early years Updated Needs attention

Since the previous full inspection, leaders have developed their processes for checking how well children have learned the curriculum. Staff are increasingly using this knowledge to identify and close gaps in children’s knowledge more quickly. This includes children with special educational needs and/or disabilities. While these processes are at an early stage, they are having a positive impact on helping children to secure the knowledge they need for Year 1.

p.4

Inclusion Needs attention

Leaders do not identify pupils’ needs with sufficient accuracy. This is particularly the case for pupils with special educational needs and/or disabilities. There have been some recent improvements to identifying and supporting pupils' needs. However, these changes are not fully understood or followed consistently well by staff. Some adults do not have the expertise to adjust their teaching to meet pupils' different needs.

p.4

Inclusion Needs attention

Leaders are successful in reducing some barriers to pupils' learning through the care that is provided, as well as the daily 'check-ins' and the helpful school routines. The pupil premium funding is used appropriately to promote pupils' attendance and support their wellbeing. Leaders work with families and external agencies to bring in external expertise when it is needed. However, the school's work to reduce barriers to pupils' academic success is inconsistent and lacks oversight. Pupils' needs are not known well enough, so the help they receive is not targeted with precision or it often comes too late.

p.4

Inclusion Needs attention

Leaders' checks on the additional support that pupils receive is variable. In reading, they have a clear insight into those pupils who struggle to gain phonics knowledge. This ensures

p.4

Urgent improvement

that these pupils receive the support that they need. This is not replicated as well in other areas.

p.5

Achievement Updated Urgent improvement

The significant weaknesses in pupils’ achievement, identified at the full inspection, remain. Many pupils in key stage 1 do not achieve well across the curriculum. This includes pupils with special educational needs and/or disabilities, and disadvantaged pupils. Pupils who fall behind in their learning, particularly in mathematics, do not catch up. Pupils lack secure recall of basic number facts. A significant proportion of pupils have wide gaps in their knowledge in subjects beyond English and mathematics. Consequently, they are not ready for their move into key stage 2.

p.5

Achievement Updated Urgent improvement

That said, since the previous full inspection, leaders have improved children’s achievement in the early years. Children are now better prepared for Year 1. Leaders have also taken action to improve pupils’ writing skills. These actions are beginning to help pupils gain confidence in their handwriting and spelling. Pupils’ progress in phonics and reading builds more consistently and securely than in other subjects. This includes pupils who struggle with this aspect of their learning. Pupils gain confidence and fluency in reading.

p.5

Leadership and governance Updated Urgent improvement

While there has been more stability in leadership since the previous full inspection, leaders have not eradicated the serious weaknesses in the school. Leaders and governors have identified key priorities and taken appropriate actions to improve. However, they remain too reliant on external partners to bring about the significant improvements that are needed.

p.5

Leadership and governance Updated Urgent improvement

Governors have been proactive in accessing a range of support since the previous full inspection. This has focused on developing governors’ capacity to carry out their roles effectively. Governors have also started to develop processes to improve their oversight of the school’s work. They now receive more information from leaders about the school’s work. However, these processes are at a very early stage. Consequently, they do not provide effective challenge to leaders to ensure that leaders' actions lead to rapid improvement.

p.5

Leadership and governance Updated Urgent improvement

Despite the challenges that the school has faced, leaders have maintained a positive staff morale. Governors provide support to leaders and staff and consider their workload and wellbeing. Leaders and staff feel valued and supported.

p.5

Leadership and governance Updated Urgent improvement

Since the previous inspection, leaders have ensured that staff access training and support linked to the school’s priorities. There are early signs that this is having a positive impact, particularly in improving teaching in the early years. However, it is too early to determine the impact of this professional development on securing consistently improved practice across the school. Leaders and staff form positive relationships with pupils and their families. They consider the best interests of pupils when making decisions.

p.5

Monitoring inspection : 14 July 2026

Children in the early years now benefit from accessing a more ambitious and progressive curriculum. Staff teach children about key concepts and skills. This has led to children making more positive gains in their learning since the full inspection and being better prepared for Year 1.

p.6

Monitoring inspection : 14 July 2026

Pupils do not achieve well across the curriculum. They do not gain the basic knowledge that they need to build secure foundations for later learning. Pupils' needs and barriers to learning continue not to be addressed well enough. As a result, gaps in pupils' knowledge, especially in mathematics, do not reduce quickly enough over time.

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