|Name||Millbrook CofE Primary School|
|Ofsted Inspection Rating||Good|
|Address||Blindwell Hill, Millbrook, Torpoint, PL10 1BG|
|Religious Character||Church of England|
|Number of Pupils||100 (52% boys 48% girls)|
|Number of Pupils per Teacher||22.1|
|Academy Sponsor||Askel Veur - Diocese Of Truro|
|Percentage Free School Meals||12%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||9.4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (21 May 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school is smaller than the average-sized primary school. Pupils are taught in four classes. The head of school started in post in September 2018. The school is part of the St Barnabus Multi-Academy Trust. The interim executive principal took up post in April 2018. A board of directors provides the governance for the schools in the trust. A local governing body was created in 2018. The vast majority of pupils are White British. The proportion of pupils eligible for the pupil premium is lower than the national average. The proportion of pupils with SEND is below that found nationally.
Summary of key findings for parents and pupils
This is a good school Leaders, together with effective support from the trust and governors, have successfully improved the quality of education since the previous inspection. The trust has added capacity to leadership at every level. Collectively, leaders are determined to provide pupils with the best possible education. Middle leaders are not yet contributing as much as they might to the drive for improvement. The curriculum provides pupils with a wide range of learning activities. It is very well enriched through trips, visitors and clubs. It enables pupils to make strong progress in a wide range of subjects, including outdoor education. Leaders have established a culture of high expectations. This means the quality of teaching is good and improving. In the past, pupils’ progress was weak. Most pupils now make at least good progress. The board of trustees has gained a good understanding of the school and holds leaders to account for their actions. The local governing body is new. Members are aware of the need to extend their knowledge and develop a comprehensive understanding of how actions are bringing about improvements. Teachers track pupils’ progress rigorously and know the pupils well. Most teachers provide work which meets all pupils’ needs. Children in the early years make good progress. Staff assess their needs carefully and accurately and support them with effective questioning and suitably challenging work. Sometimes, children need more help when developing their ideas through play. New approaches to the teaching of reading, writing and mathematics are improving pupils’ progress. In mathematics, teachers do not routinely provide the most able pupils with sufficient challenge. Consequently, these pupils do not reach their full potential. Staff use their good subject knowledge of phonics to ensure pupils make strong progress in this subject. The teaching of spelling is improving. However, in key stage 2, pupils’ spelling is inaccurate in their independent work. Safeguarding is effective, and pupils feel safe. Pupils behave well, show good attitudes to learning and enjoy school.