Millbrook Primary School

Millbrook Primary School was judged to be at the expected standard in all inspected areas following its full section 5 inspection in June 2026, with safeguarding standards met. The school is part of The Shevington Federation, and the executive headteacher and governing board operate across both schools in the federation. Overall, pupils achieve well and are well prepared for the next stage of their education. Reading and writing are notable strengths, attendance is above national averages, behaviour is positive, and inclusion and personal development are well supported. Strengths include consistently strong phonics and early reading teaching, a broad and well-sequenced curriculum, effective support for disadvantaged pupils and pupils with SEND, and a wide range of extra opportunities. Pupils feel safe, behave well, and benefit from warm relationships and strong pastoral care. Early years provision gives children a positive start, and disadvantaged pupils typically achieve as well as their non-disadvantaged peers nationally. One concern is mathematics, where some pupils, especially older pupils, have not achieved as well as they could, although leaders have made appropriate changes and need to consolidate these further. Leaders also need to sharpen their oversight and analysis of information for some groups, particularly to understand which pupils may be missing out on personal development opportunities. These areas form the main next steps for improvement.

Strengths

• Pupils achieve well overall and are ready for the next stage of their education.
• Most pupils learn to read and write fluently, supported by consistently strong phonics teaching.
• Disadvantaged pupils, including those with SEND, make suitable progress and achieve well.
• Attendance is above national averages, including for pupils with SEND.
• Pupils behave well, are respectful, and have positive attitudes to learning.
• Pupils feel safe and know who to talk to if they have a worry; bullying is rare.
• The curriculum is broad, balanced, and appropriately sequenced.
• Early years provision gives children a positive start through warm and purposeful interactions.
• Leaders identify learning and pastoral needs quickly and provide effective support.
• The personal development programme is coherent and includes a wide range of extra opportunities.
• Governors are committed, informed, and ambitious in supporting and challenging leaders.
• Staff value the actions leaders take to manage workload and promote wellbeing.

Areas for Improvement

• Some pupils, especially older pupils, have not achieved as well as they could in mathematics.
• Mathematics outcomes have been below national averages in recent years, and improvements need to be fully consolidated.
• Leaders' oversight and analysis of information for some groups is not precise enough to inform decision-making and future improvement.
• Leaders do not analyse participation in personal development opportunities carefully enough for some groups, so may not know which pupils are missing out.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Millbrook Primary School attended 96.0% of sessions (the national figure for primary schools was 94.8%). 8.2% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.5% of pupils at Millbrook Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Millbrook Primary School had 30.6 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 8.8% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 11.2% of pupils at Millbrook Primary School were on SEN support (nationally 15.4%) and 0.9% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Millbrook Primary School received £7,367 and spent £7,545 for each of its 214 pupils. It ended the year with reserves of £336,000 (£1,572 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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What is Millbrook Primary School's Ofsted rating?

The latest Ofsted rating for Millbrook Primary School is Expected standard, from an inspection in September 2026.

When was Millbrook Primary School last inspected by Ofsted?

Millbrook Primary School was last inspected in September 2026.

How many pupils does Millbrook Primary School have?

Millbrook Primary School has 214 pupils on roll.

What age range does Millbrook Primary School cover?

Millbrook Primary School for pupils aged 3 to 11.

What are Millbrook Primary School's SATs (KS2) results?

In 2025, 55% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Millbrook Primary School?

Millbrook Primary School is at Elmfield, Shevington, Wigan, Lancashire, WN6 8DL.