Millhouse Primary School

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About Millhouse Primary School

Name Millhouse Primary School
Ofsted Inspections
Headteacher Mrs Karen Gray
Address Lee Lane, Millhouse Green, Sheffield, S36 9LN
Phone Number 01226763019
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 122
Local Authority Barnsley
Highlights from Latest Inspection

What is it like to attend this school?

Leaders have established five 'golden rules' that underpin a harmonious and respectful school culture. These rules inspire pupils to treat each other kindly and to behave well.

If pupils find it difficult to manage their feelings and behaviour, adults provide exceptional support to help them to get back on track. Bullying almost never happens. If it does, staff intervene to make sure it stops.

Pupils are happy in this very inclusive school.

Leaders ensure that pupils study an ambitious curriculum. Pupils know that the things they learn now will help them in the future.

This inspires pupils to be resilient when learning something new or mastering a sk...ill such as writing. Pupils use their developing knowledge and skills confidently. They are well prepared for their next steps.

Leaders provide pupils with many opportunities to develop their talents and interests. Pupils enjoy a range of clubs, in areas such as singing, sports and design and technology. Pupils develop their character through the many leadership roles on offer.

The head boy and head girl support their school as role models for other pupils. Dinner monitors make sure younger pupils are looked after at lunchtime. Pupil leadership is a 'golden thread' that informs the kindness and care with which pupils treat everyone around them.

What does the school do well and what does it need to do better?

Leaders have established an ambitious curriculum, from early years to Year 6. They have defined the important knowledge pupils should remember in most subjects. For example, in history, pupils build their understanding of social hierarchy in civilisations.

They apply this knowledge to understand how society functioned in Ancient Egypt. In science, teachers help pupils to develop their knowledge of cloud formation. Pupils use this to better understand seasonal changes.

However, adults do not always check precisely enough whether pupils remember the most important knowledge that leaders have identified.

Leaders have made reading a priority. They make sure that staff get the training they need to help pupils to learn to read.

In early years, adults help children to get off to a flying start by learning phonics and by beginning to read and write simple words. When pupils struggle to read, skilled adults provide the right support to help them to catch up. Adults have selected a range of high-quality books for pupils to enjoy.

This includes 'favourite five' books for each year group. Leaders ensure that these books are widely available for pupils to borrow and read. The library is open every lunchtime.

Well-trained pupil librarians support their peers to choose appropriate books by listening to them read. Adults read to pupils frequently. Pupils enjoy these books, and talk in detail about the stories and characters they encounter.

Pupils are enthusiastic about all the exciting texts that are available to read.

In early years, adults help children develop their mathematical skills by giving them lots of opportunities to explore number. Children deepen their knowledge by exploring how numbers can be represented in many different ways.

Leaders have made sure that the curriculum supports all pupils to become fluent mathematicians. Teachers respond to most of the misconceptions that pupils might have. However, checks on what pupils remember are not always precise enough.

This leads to a small number of pupils having misconceptions that are not always spotted and addressed.

Pupils with special educational needs and/or disabilities (SEND) learn the same ambitious curriculum as their peers. Leaders work tirelessly to remove any barriers that pupils might face to their learning.

They do this by making sure that all staff have the expertise to help pupils with SEND. These pupils receive the support that they need to master new knowledge.

The curriculum for personal, social, health and economic (PSHE) education helps pupils to understand how to stay safe online.

Pupils know when personal information should not be shared. Adults also make sure that pupils learn about the diverse world that they live in. This inspires pupils to treat each other with the utmost respect and to accept each other's differences.

Adults do not always check that pupils remember what they have learned about in PSHE. Pupils have some gaps in their knowledge and understanding that leaders have not fully addressed.

Governors challenge and support leaders to improve the school.

They share leaders' ambitions for pupils. Staff's workload and well-being are a priority for leaders. Staff are positive about the time they are given to undertake their roles.

They are proud to work at this inclusive school.


The arrangements for safeguarding are effective.

Leaders have established a highly effective culture of safeguarding.

Adults receive regular training and frequent updates on safeguarding. They know the risks that children may face. If they are concerned that a pupil may be at risk of harm, they are quick to follow agreed procedures to get the necessary help.

Leaders keep thorough records of the actions taken to keep pupils safe. Leaders are tenacious in following up on concerns and work well with outside agencies when there are concerns about vulnerable pupils. Appropriate checks are made on the suitability of those appointed to work with children.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Adults do not consistently check whether pupils have remembered the most important knowledge in a number of subjects, including PSHE. Pupils have some gaps in their learning, which are not always checked and addressed as effectively as they could be. Leaders should make sure that adults check whether pupils have remembered their learning in order to address any gaps more effectively.

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