School etc

Milford Junior School

Milford Junior School
Glenthorne Avenue

phone: 01935 474477

headteacher: Miss Sarah Elliott

school holidays: via Somerset council

407 pupils aged 7—10y mixed gender
420 pupils capacity: 97% full

200 boys 49%


205 girls 50%


Last updated: Oct. 2, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 355715, Northing: 117306
GPS coordinates
Latitude: 50.953, Longitude: -2.6318
Accepting pupils
7—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 9, 2014
Region › Const. › Ward
South West › Yeovil › Yeovil Central
Urban > 10k - less sparse
Special classes
Has Special Classes
Free school meals %
Somerset (Yeovil)

rooms to rent in Yeovil

Schools nearby

  1. Milford Infants' School BA214PG (294 pupils)
  2. 0.4 miles Bucklers Mead Community School BA214NH
  3. 0.4 miles Bucklers Mead Academy BA214NH (906 pupils)
  4. 0.5 miles Fairmead School BA214NZ (78 pupils)
  5. 0.5 miles Yeovil College BA214DR
  6. 0.5 miles Horizon Centre BA214DR
  7. 0.6 miles Grass Royal Junior School BA214JW
  8. 0.6 miles St Gildas Catholic Primary School BA214EG (214 pupils)
  9. 0.6 miles Yeovil District Hospital Education BA214AT
  10. 0.6 miles St. Michael's Academy BA214JW (222 pupils)
  11. 0.7 miles Yeovil Centre BA214EN
  12. 0.7 miles Pen Mill Infants' School BA214LD
  13. 0.7 miles Reckleford Community School and Children's Centre BA214ET (125 pupils)
  14. 0.7 miles Birchfield Community Primary School BA215RL (384 pupils)
  15. 0.7 miles The Park School BA201DH (210 pupils)
  16. 0.7 miles Yeovil Centre BA214EN
  17. 0.7 miles Pen Mill Infants' School BA214LD (215 pupils)
  18. 0.8 miles Huish Primary School BA201AY
  19. 0.8 miles Fiveways Special School BA215AZ (64 pupils)
  20. 0.8 miles Huish Primary School BA201AY (420 pupils)
  21. 0.9 miles Parcroft Community Junior School BA202BP
  22. 0.9 miles Westfield Infants' Community School BA213DB
  23. 0.9 miles Westfield Community School BA213EP
  24. 0.9 miles Westfield Community School BA213EP (721 pupils)

List of schools in Yeovil

26 January 2015
Ms S Elliott
Milford Junior School
Glenthorne Avenue
BA21 4PG
Dear Ms Elliott

Requires improvement: monitoring inspection visit to Milford Junior

Following my visit to your school on 26 January 2015, I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the

inspection findings. Thank you for the help you gave me and for the time you made
available to discuss the actions you are taking to improve the school since the most
recent section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in September 2014. It was carried
out under section 8 of the Education Act 2005. At its previous section 5 inspection
the school was also judged to require improvement.

Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection. The school should take

further action to:

 work with the local authority and local infants school to help sustain

pupils progress as they change school and to share best practice

 refine and strengthen the link between the school’s action plans so that

even greater consistency and accountability can be established

 ensure the governing body reviews the school’s policies relating to

disabled pupils and those with special educational needs so that they
reflect current guidance and meet statutory requirements

 ensure that the school’s website is compliant with current guidance

and meets statutory requirements

Kings Orchard,
One Queen Street,
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 0117 311 5323
Direct email: reveal email: suzy…


During the inspection, meetings were held to discuss the action taken since the last
inspection. These meetings were with the headteacher, the deputy headteacher
(who is also the schools special education needs coordinator), two governors and a
representative from the local authority. A discussion was held with staff that have
responsibility for pupils in Years 3, 4, 5 and 6 (year group leaders) and the literacy
and numeracy leaders: their monitoring and planning folders were examined. School
information about pupils’ progress and attainment were taken into account. All

classes were visited during which time a selection of pupils’ mathematics and writing

books were reviewed. The school’s action plans were evaluated.

Main findings

School records show that pupils’ achievements are currently higher than they were

at the same time last year. Disabled pupils and those with special educational needs
are making better progress in reading in Years 3 and 6, and writing in Years 3 and 4.
Pupils entitled to the pupil premium funding are making accelerated progress in
reading, writing and mathematics in all year groups, with the exception of reading
and mathematics in Year 3. These improvements help to demonstrate the raised
expectations of teaching staff for the standards pupils should be reaching. These
expectations are now more consistent across the school. The improvements are also
due to a greater use of data by the leaders of literacy and numeracy and the year
group leaders to inform learning activities. In addition, senior leaders have placed
greater emphasis on improving the progress that pupils make in KS2 based on their
reported starting points in KS1. The school is working more closely with the local
infant school to ensure that these starting points are accurate. This work needs to
continue to be developed so that when pupils move on from the infant school there

is an even greater continuity in the way they are taught. Pupils and teachers need to

be able to refer back to the best work that pupils produced before they changed

school to sustain achievement and inform the pupils’ future work.

Pupils are readily editing their work based on the comments made in their books by
teachers. Overall, these comments are informative and help pupils to improve their
work. However, while always acknowledged as being read by the pupils, sometimes
the quality and impact of the feedback slips. For example, comments such as ‘Next
time you should try to…’ are not necessarily taken into account by the pupil or
checked that they have been acted upon, especially if the activity that the comment
pertains to is not repeated in the next few days. All pupils have their targets in their
books but they do not refer to them often enough to ensure that they keep them in
their mind when they are working. Consequently, the reason for them and their
effect on learning is diminished.
Pupils are now provided with more learning prompts, which the school records as

‘next steps’. The school has generated a bank of ‘next steps’ activities to support
pupils’ mathematical understanding which teachers are using, alongside their own

ideas, to successfully help improve pupils’ learning. The school is aware that the

‘next steps’ for literacy are less developed, but has plans to provide a bank of them

for literacy too.
The leaders of literacy, numeracy and year group are enjoying their new roles and
responsibilities. They have conducted observations of pupils learning in lessons,

looked at pupils’ books and are keeping track as to how different groups of pupils

are achieving. The information gleaned from this monitoring is used to help teachers
improve their planning and this has raised teachers’ expectations of what standards
are required. They have each produced an action plan for their area of responsibility
that relates to the overarching school action plan. All of the plans now need to be
more closely linked together to ensure greater accountability and shared
responsibility. For example, it would be helpful for the plans to have the success
criteria for key issues clearly marked so that everyone can see at a glance whether
the rate of progress is fast enough. At the moment, the school action plan is too
vague in places. This limits the ability of the governing body to check robustly the

progress that the school is making in ‘getting to good’. Governors continue to

develop their understanding about the school and are making better use of this to
ask leaders more challenging questions.
The reported policy for disabled pupils and those with special educational needs is

out of date. The report must comply with section 69(2) of the Children and Families

Act 2014 regulation 51 and schedule 1 of the Special Educational Needs and

Disability Regulations 2014. In addition, the school’s current website is not compliant

with current guidance and does not meet statutory requirements. Information that is

missing includes details about pupils’ achievements and attainment, a link to the
Department for Education’s school performance tables, the curriculum offered by the

school in each academic year for every subject, admission arrangements and the
charging and remissions policy.
Ofsted may carry out further visits and, where necessary, provide further support
and challenge to the school until its next section 5 inspection.

External support

The school uses the support and guidance of good quality external specialist
consultants, as and when required, in order to help the school securely improve. For
example, one is successfully helping the leaders of literacy, numeracy and year
groups to develop their leadership skills and work as a leadership team.

I am copying this letter to the Chair of the Governing Body and the Director of

Children’s Services for Somerset.

Yours sincerely
Steffi Penny

Her Majesty’s Inspector

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