Ofsted conducted a short inspection of Millfield L.E.A.D. Academy on 6 March 2019, following its previous judgment of good in October 2014. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team has effectively collaborated with the academy trust to enhance leadership and management quality. Quality assurance reports from the trust assist governors in evaluating the impact of leaders' actions, ensuring that the school improvement plan is focused and aligned with termly targets.
The rigorous monitoring of teaching and learning has resulted in detailed action plans for teachers' professional development. An innovative teaching room with one-way glass allows for live coaching and peer discussions, fostering professional growth. Over the past three years, standards in reading, writing, and mathematics have improved, with most pupils in key stage two making consistently good progress. Attainment is now above the national average, particularly in higher standards of reading and mathematics.
Pupil behavior is commendable, with positive attitudes towards school reflected in annual surveys. Observations and discussions reveal that pupils are eager to learn and strive to do their best. The school offers numerous opportunities for pupils, including participation in local sporting competitions, involvement in the school council, and projects that raise aspirations, such as producing a documentary on King Richard III.
Parents are actively engaged in school life, with a system in place to share daily learning experiences through a '16-day book.' Feedback from parents is overwhelmingly positive, highlighting satisfaction with the education and opportunities provided to their children. Safeguarding measures are effective, with staff well-trained to recognize and respond to concerns. The school maintains detailed records of vulnerable families and has a robust reporting system for safeguarding issues.
The inspection focused on the teaching and learning of mathematics in key stage two, where a new approach has been adopted. Teachers ensure that all pupils access age-appropriate learning, using questioning techniques to confirm understanding. However, some pupils may spend excessive time on fundamental questions, limiting their exposure to more challenging tasks. The school has implemented 'IMPACT' sessions to provide additional support for pupils who need it.
Leadership development has been a priority since the last inspection, with middle leaders now part of the senior leadership team. They are committed to their roles and conduct regular checks on teaching quality. The early years provision has also seen improvements, with children demonstrating eagerness to learn in a well-resourced environment. The early years leader has effectively overseen these enhancements, although the impact of additional learning support for children is not yet measured.
The collaboration between the school and the trust has led to significant changes and developments, evident in the strengths of leadership and management and the positive outcomes for pupils. The next steps for the school include continuing to refine the mathematics teaching approach to ensure that the most able pupils engage with challenging questions and measuring the impact of additional support for Reception children.
