School etc

Milton Park Federated Primary School Closed - result of amalgamation Sept. 1, 2014

see new Milton Park Primary School

Milton Park Federated Primary School
Eastney Road

phone: 023 *** ***

headteacher: Mrs Julie Smith

reveal email: h…

school holidays: via Portsmouth council

195 pupils aged 7—10y mixed gender
240 pupils capacity: 81% full

100 boys 51%


95 girls 49%


Last updated: Sept. 2, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Sept. 1, 2014
Reason closed
Result of Amalgamation
OSGB coordinates
Easting: 466672, Northing: 99555
GPS coordinates
Latitude: 50.792, Longitude: -1.0555
Accepting pupils
7—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 28, 2012
Region › Const. › Ward
South East › Portsmouth South › Milton
Urban > 10k - less sparse
Special classes
Has Special Classes
Free school meals %

rooms to rent in Southsea

Schools nearby

  1. Milton Park Infant School PO48EU (181 pupils)
  2. Milton Park Primary School PO48EU
  3. 0.1 miles Mary Rose School PO48GT
  4. 0.1 miles Mary Rose School PO48GT (127 pupils)
  5. 0.2 miles Meon Infant School PO48NT (180 pupils)
  6. 0.2 miles Meon Junior School PO48NT (316 pupils)
  7. 0.3 miles Wimborne Infant School PO48DE (207 pupils)
  8. 0.3 miles Wimborne Junior School PO48DE (319 pupils)
  9. 0.4 miles Cumberland Infant School PO49HJ (169 pupils)
  10. 0.4 miles Milton Ford Hospital Special School PO48LD
  11. 0.6 miles Devonshire Infant School PO40AG (179 pupils)
  12. 0.6 miles Fernhurst Junior School PO40AG (344 pupils)
  13. 0.7 miles Moorings Way Infant School PO48YJ (131 pupils)
  14. 0.7 miles East Shore School PO36EP
  15. 0.7 miles Miltoncross School PO36RB (886 pupils)
  16. 0.7 miles Miltoncross School PO36RB
  17. 0.8 miles The Brambles Nursery School and Children's Centre PO40DT (89 pupils)
  18. 0.8 miles Goldsmith Infant School PO40DT (175 pupils)
  19. 0.8 miles Craneswater Junior School PO40PX (356 pupils)
  20. 0.9 miles Langstone Infant School PO36HL (297 pupils)
  21. 0.9 miles Penhale Infant School,Nursery & Hearing Impaired Resource PO15BG (263 pupils)
  22. 1 mile The North End Centre PO15EF
  23. 1 mile Langstone Junior School PO36EZ (309 pupils)
  24. 1 mile Priory School (Specialist Sports College) PO40DL (1211 pupils)

List of schools in Southsea

18 July 2013
Mrs Julie Smith
Milton Park Federated Primary School
Eastney Road
Dear Mrs Smith

Monitoring inspection visit under section 8 of the Education Act 2005 to a
school requiring improvement

Following my visit to your school on 17 July 2013, I write on behalf of Her Majesty’s

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

of my visit. 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.
The visit was the second monitoring inspection since the junior school part of the
federation was judged to require improvement, following the section 5 inspection in
November 2012.


During the visit, which applied only to the junior school, seven lessons were
observed together with the headteacher or deputy headteacher. Most were English
or mathematics lessons. The unit was not visited. Brief meetings were held with the
headteacher, deputy headteacher, Chair of Governors and a representative of the
local authority. The inspector examined the reports senior leaders write when they
observe teaching and also looked at records of pupils’ progress in three classes. The
local authority reviewed teaching and learning in June. The report of this review was


There have been no significant changes to the school’s context. The school

continues to be supported through the Portswood Teaching Alliance. The visit
focused specifically on how much the quality of teaching and learning have improved
since the section 5 inspection.

1-4 Portland Square
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 0117 311 5359
Direct F 0117 315 0430
Email: reveal email: chri…

Main findings

The quality of teaching has not improved strongly enough since November 2012.
The target in the action plan was for 90% of teaching to be good or better by July

2013, a target that is a long way from being achieved. At the first monitoring visit,

the headteacher judged teaching in Years 3 and 4 to be less effective than in Years
5 and 6. This is still largely the case although there is some stronger teaching lower
down the school. Inadequate teaching has not been eliminated and there is not yet
enough good teaching in Key Stage 2.
When teaching falls short of good, some common weaknesses emerge. A list of main
learning points is given to the pupils, on paper, for each lesson. This approach is
used consistently but the pupils do not always know or understand what is on the
list and why they are doing the work. The teachers do not explain what pupils are to
learn. This leaves pupils unclear and, at times, confused. Teachers do not check the
quality of pupils’ learning as lessons progress. They do support individuals but
sometimes spend too long doing this at the expense of adapting their approach to
benefit more pupils. As a result, teachers do not pick up on misunderstandings,
pupils who are struggling, or those who need a further injection of teaching. In two
inadequate English and mathematics lessons, groups of pupils did not complete
enough work. Teachers did not have high enough expectations of the quality of

pupils’ work and there was a general lack of urgency and liveliness to the teaching.

Badly presented work in writing and inaccurate drawing in mathematics were not
challenged. Similarly, in a religious education lesson, not enough was expected of
the pupils, who spent too much time on time-filling exercises that had little purpose.
Good features were evident in other classes. In these lessons, pupils were motivated

and enthusiastic about learning. In a practical science lesson on ‘volcanic’ eruptions,

pupils could not wait to get going on their experiments. Pupils were totally clear

what was expected of them. They worked well together, to work out how to achieve
a mixture of ingredients that reacted successfully, and expressed delight when they
succeeded. In a mathematics lesson, pupils were thrilled when they solved a difficult
problem using algebra. They were challenged and enthused by the task and stuck at

it. In another mathematics lesson, on fractions, pupils were determined to succeed

when asked to work out equivalent fractions. In all three lessons, pupils were
wasting no time. They cooperated well, shared ideas and were keen to find a
solution. Their learning was successful because teachers had planned challenging
and interesting tasks and they expected the pupils to succeed.
The senior leaders judged the quality of teaching and learning accurately during this
visit. However, the observations carried out since the first monitoring visit have not
focused enough on pupils’ learning and whether different groups are learning as well
as they should. Leaders are sometimes, therefore, being over-generous in judging
lessons good, or better. Middle leaders have not improved pupils’ achievement
consistently enough in writing and mathematics this year. Some teachers who
receive additional salary for their leadership roles are not leading by example, by
modeling good or outstanding lessons themselves. The end result is that pupils have
made good progress in some classes this year but not in others. Attainment in
writing and mathematics is not improving strongly. In most Year 3 and 4 classes, the
majority of pupils must make good progress next year, many in both areas, to reach
their individual targets.

External support

The coaching programme has proved only partially successful so far. While most
teachers have responded positively to the advice and support that the coaching has
brought, some have been resistant to both coaching and feedback on their teaching.

This is limiting the school’s capacity to move the quality of teaching to good. The
local authority’s review of teaching has highlighted aspects of teaching that need to

improve quickly, particularly in Years 3 and 4. The local authority needs to step up
its challenge for the school if it is to move to good within two years of the section 5
inspection, as intended. It has, rightly, started to do this by revising the school’s
action plan, to drive more rapid improvement from September 2013.
Following the visit to the school, I recommend that further action is taken to:

  • eradicate inadequate teaching and develop quickly a culture where feedback
    and coaching is welcomed and valued as part of professional development
  • make sure all teachers plan work that is tailored correctly for the pupils who
    need to catch up quickly in writing and/or mathematics
  • make sure all leaders focus sharply on the quality of pupils’ learning when
    observing lessons and checking pupils’ work, so that teachers receive helpful
    feedback on how they can improve learning further.
    I will continue to monitor the school until its next section 5 inspection.
    I am copying this letter to the Chair of the Governing Body and the Director of
    Children’s Services for Portsmouth. This letter will be published on the Ofsted
    Yours sincerely
    Margaret Dickinson
    Her Majesty’s Inspector

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