St Mildred’s Primary Infant School

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About St Mildred’s Primary Infant School

Name St Mildred’s Primary Infant School
Ofsted Inspections
Executive Headteacher Headteacher James Williams
Address St Mildred’s Avenue, Broadstairs, CT10 2BX
Phone Number 01843862035
Phase Primary
Type Foundation school
Age Range 4-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 269
Local Authority Kent
Highlights from Latest Inspection


St Mildred's Primary Infant School continues to be an outstanding school.

What is it like to attend this school?

St Mildred's is a friendly and welcoming infant school.

Leadership of the school at all levels is exceptional. Leaders and staff are ambitious for pupils, including those who are disadvantaged or who have special educational needs and/or disabilities (SEND). Leaders make sure that there are many opportunities for pupils to flourish.

Everyone works together to help pupils achieve their very best. Consequently, pupils are happy and eager to be at school.

The school's values of 'honesty, enjoyment, achievement, respect and teamwork (HEART)' are well unders...tood and achieved by everyone.

Pupils are polite and respectful to each other as well as to adults. They understand the rules and follow these well. On the rare occasions when pupils do not follow the rules, adults are quick to help pupils understand the consequences of their behaviour.

Pupils enjoy their friendships and are kind to each other. They look forward to weekly celebration assemblies where they can receive rewards such as 'kind heart' bear, superhero of the week or a golden ticket.

Staff care for and nurture pupils with commendable dedication.

Parents overwhelmingly agree. Their satisfaction is exemplified by the comment of one parent: 'St Mildred's provides outstanding standards of academic supervision and pastoral care.'

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

Leaders are determined that pupils should receive an excellent education so that they can leave St Mildred's as informed and well-rounded individuals.

This vision is understood by staff and executed with much skill and passion.

The school's curriculum, including in early years, has been carefully crafted. Pupils study a broad range of subjects.

Subject leaders are knowledgeable about their areas of responsibility. They carefully check that high standards are consistently maintained throughout the school. Teachers' planning ensures that pupils' curiosity and independence are encouraged and developed at every stage.

This consistency means that there is an equality of opportunity for pupils across every subject, class and year group.

In all subjects, teachers carefully plan how learning fits into a series of lessons so pupils can develop their knowledge and skills successfully. For example, in art pupils are taught the difference between hard and soft pencils.

They build on this knowledge to develop their skills in shading.

Leaders make sure that pupils learn to read as soon as they start in Reception. Staff know how to teach pupils to read because they are well trained.

Pupils confidently apply their phonics knowledge when reading. They are provided with books to read that match the sounds they are learning at school. Leaders closely monitor any pupil who may be falling behind with their reading and put in place additional support to help these pupils catch up.

The leadership of early years is very strong. Children get off to a superb start when they join the school. Learning is weaved through every activity.

Nothing is left to chance. For example, during the inspection children were developing their spatial awareness in mathematics by putting different colour cubes above, below and next to each other while building a tower.

Leaders are ambitious for pupils with SEND.

The curriculum is adapted to take account of their needs so they can be successful. Staff know precisely what they need to do to help individual pupils. The school is highly inclusive and offers bespoke nurture and support.

The school is calm and orderly. Staff apply the behaviour policy consistently, so pupils understand and rise to their high expectations. Leaders and adults explicitly model how they expect pupils to behave and treat pupils with much respect and understanding.

Leaders are determined to equip pupils with 'skills for life'. Pupils enjoy the leadership opportunities they are offered, for example as a member of the school council where they represent the school at open days. Pupils relish being a 'register monitor', a 'line leader' or a 'playground buddy.'

Leaders carefully consider pupils' well-being. The personal, social and health (PSHE) education curriculum covers a range of topics including celebrating difference and keeping healthy. Pupils are encouraged to share their feelings through daily 'emotional check-ins'.

Leaders offer extra-curricular activities such as gymnastics and choir as well as interesting excursions. Staff promote the school's values and model the importance of kindness through discussions and assemblies.

There is a strong feeling of camaraderie among the staff, where everyone works for the benefit of the pupils.

Staff, many of whom have been at the school for a long time as well as teachers who are new to teaching, feel valued and 'invested in' by leaders. They appreciate leaders' careful attention to their workload and their professional development.


The arrangements for safeguarding are effective.

There is a culture of care and vigilance at the school. Effective communication means that staff know pupils and their families well. The designated safeguarding leader is knowledgeable about safeguarding matters.

Leaders are tenacious in their work and liaise closely with external agencies to ensure that pupils and their families receive the support they need. Leaders make sure that staff are appropriately trained so they can keep pupils safe. Staff understand how to report and manage any concerns they may have.

Leaders diligently undertake the statutory checks required on all adults who work at or visit the school. These records are meticulously maintained.


When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be outstanding in January 2016.

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