|Name||Milton Road Primary School|
|Address||Ascham Road, Cambridge, CB4 2BD|
|Religious Character||Does Not Apply|
|Number of Pupils||414 (48.8% boys 51.2% girls)|
|Number of Pupils per Teacher||23.0|
|Percentage Free School Meals||10.9%|
|Percentage English is Not First Language||32.4%|
|Pupils with SEN Support||6.8%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
The school is a larger-than-average sized primary school. The proportion of pupils with SEND is above the national average. The proportion of disadvantaged pupils is below the national average.
The proportions of pupils from ethnic minority backgrounds and of pupils who speak English as an additional language are above those seen nationally.
Summary of key findings for parents and pupils
This is a good school Senior leaders and governors have ensured that the necessary actions have been taken to improve the school since the previous inspection. They have created a supportive ethos that encourages pupils to achieve their best.
Progress in reading and mathematics is strong. It is rapidly improving in writing across the school. Leaders have brought about a greater consistency in the quality of teaching, learning and assessment.
Teachers are supported well to improve their teaching. Teaching leads to good outcomes because : teachers plan interesting and engaging lessons. Learning activities are well matched to the needs of the pupils.
Teaching assistants are well trained. As a result, they provide effective support for the pupils they work with. Senior leaders have taken effective action to improve the quality of the curriculum.
Topics enable pupils to gain the knowledge they need to be successful in the subjects they study. Pupils enjoy special learning days such as ‘fantastical Fridays’. Governors know the school well.
They challenge and support leaders effectively. Safeguarding is effective. Behaviour is good in lessons and around the school.
Pupils’ health and well-being are very well promoted through a comprehensive personal, social and health education programme. Pupils’ spiritual, moral, social and cultural development is excellent. School attendance is in line with the national average.
However, there are a small number of pupils whose progress is hindered by low attendance. Provision in the early years is good and improving. These improvements need to be further embedded so that more children leave Reception with a good level of development.
Most staff expect pupils to present their work clearly and neatly. However, there is inconsistency in the presentation of work in some subjects. Systems used to check the progress of pupils with special educational needs and/or disabilities (SEND) are not fully effective.