The Milford Academy
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Dungannon Road
Clifton Estate
Nottingham
NG11 9BT
01159152951
Pupils
494
Ages
3 - 11
Gender
Mixed
Type
Academy converter
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(29/6/21)
Full Report - All Reports
50%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your leaders are developing an exciting learning culture where all pupils are expected to make at least good progress over time. Your high ambitions are reflected in the seven Milford values, with learning at the heart of everything you do. You and your team are passionate about helping your pupils to understand that the investment they make in their education now will have a significant impact on the rest of their lives. Consequently, pupils thoroughly enjoy coming to school and are fiercely proud of Milford Academy. The areas for improvement from the previous inspection have been tackled effectively. You and your senior team have an open, honest and accurate understanding of the school’s strengths and the areas needing further work. This ensures that weaknesses are remedied and results in improved outcomes for pupils. You are rightly aspiring to become an outstanding school and are making strides in this direction. You are not afraid to challenge weak performance. Teachers’ work is checked regularly to ensure that pupils’ learning, progress and well-being are always in the limelight. The impact of this action can be seen in pupils’ enthusiasm for learning and their good rates of progress. Since the previous inspection, you have steadily improved the outcomes for children in the early years and improved the proportion of pupils reaching nationally expected levels at the end of key stages 1 and 2. You are also successfully closing the gaps in attainment for disadvantaged pupils. These successes demonstrate the impact of good leadership and the school’s capacity for improvement in the future. You and your leaders have rightly identified that, although standards in reading have improved over the past two years, pupils often have a limited vocabulary and lack inferential skills. This has been a priority for school improvement this year. The development of a new, stimulating and well-resourced school library has been a key component of your strategy to raise standards in reading even further. As a result, pupils are becoming confident readers who enjoy reading at school and at home. Parents are highly supportive of the school. You actively encourage parents to become involved in their children’s education. Parents welcome opportunities to attend workshops and to visit lessons. Parents speak highly of the care and support that characterise the school both academically and pastorally. The information published on the school website about the curriculum and the way in which the school spends the sports premium funding does not currently meet the requirements set out by the government. Safeguarding is effective. You and your governors place a high priority on keeping pupils safe. The school’s current safeguarding arrangements are fit for purpose and records are of high quality. All staff undertake regular and extensive training in all aspects of safeguarding. They are currently undertaking training on the prevention of radicalisation and extremism. As a result, all adults have a clear understanding of potential risks and can identify and report early signs. Pupils are taught effectively about ways of keeping themselves safe. They have a good understanding of the different forms that bullying can take and know who to talk to if they have any concerns. Pupils are adamant that incidents of bullying are extremely rare in their school. The school’s own records confirm this and show that any reported incidents of misbehaviour are addressed swiftly by the staff. Pupils, staff and parents agree that behaviour at the school is good. Inspection findings You and other senior leaders work effectively as a team. You ensure that the responsibility for the school’s improvement is a shared one and includes staff, pupils, parents and the wider community. As a result, the school is a strong and cohesive community where all pupils succeed.

The Milford Academy Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

01623 433 499

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

The Milford Academy Reviews

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