The Mill Academy, located in Worsbrough Bridge, Barnsley, South Yorkshire, has been recognized as a good school following its inspection on October 18 and 19, 2022. The academy maintains a positive environment where pupils adhere to established behavior expectations, which include the rights to learn, to be safe, and to be treated with respect. Staff consistently enforce these rights, contributing to a safe and happy atmosphere for students. Pupils understand the consequences of not upholding these rights and generally view them as fair. For instance, failure to complete assigned tasks may result in missing part of their playtime. The school provides appropriate support for pupils exhibiting challenging behavior, ensuring they receive the necessary assistance from leaders, pastoral advisers, and external agencies.
In the early years, children respond quickly to adult instructions due to well-established routines. Pupils are aware of what constitutes bullying and feel confident that any incidents would be addressed by adults. The school has implemented a life-skills curriculum aimed at enhancing pupils' personal development, which includes experiences related to cooking, communication, outdoor learning, and travel. By the end of Year 4, for example, pupils are expected to use various utensils to prepare a simple meal.
The academy excels in its phonics teaching for early years and key stage 1 pupils, introducing a new sound daily and ensuring that reading materials align with the sounds learned. Adults effectively support pupils in overcoming reading challenges, and those needing additional help receive one-on-one tutoring. The mathematics program is tailored to meet the diverse needs of pupils, including those with special educational needs and disabilities. Teachers employ strategies to reinforce mathematical concepts and ensure pupils develop fluency in essential skills.
Leaders have established progression documents based on national curriculum expectations for the wider curriculum, emphasizing creativity, resilience, and global awareness. Subject ambassadors play a crucial role in planning and reviewing the quality of their subjects, although some have not sufficiently detailed the small steps of learning necessary for achieving end points. This gap can hinder teachers' ability to implement plans effectively. Leaders acknowledge the need for improved assessment of pupils' knowledge in the wider curriculum and plan to utilize quizzes to gauge learning outcomes.
The school has identified significant needs in speech and language development, as well as social, emotional, and mental health support. Consequently, they have invested in programs to enhance communication skills and attended training focused on emotional well-being. The relationships, sex, and health education curriculum is comprehensive, with high-quality resources available to support lessons. The school actively promotes awareness of mental health and anti-bullying initiatives.
The governing body possesses a solid understanding of the academy's strengths and areas for improvement, enabling them to provide appropriate support and challenge to school leaders. Safeguarding arrangements are effective, with multiple designated safeguarding leads ensuring that staff receive regular training and updates on safeguarding practices. Pupils are encouraged to report any concerns, and they are educated on online safety.
While the school demonstrates many strengths, there are areas for improvement, particularly in the planning of some subjects within the wider curriculum. Leaders must ensure that knowledge and skills build progressively over time and develop procedures for assessing pupils' understanding across all subjects. Overall, The Mill Academy continues to provide a supportive and effective educational environment for its pupils.
