Millfield First and Nursery School Review 2026: Values-led first school with strong routines and outdoor learning

There are no published attainment figures provided for this school, so it is not sensible to make percentage claims about outcomes.

What can be said, confidently and usefully, is how learning is described and checked. The inspection report describes an ambitious curriculum planned in small steps from early years upward, with teachers checking what pupils know and using this to plan next steps and extra practice. In most subjects, pupils are described as learning well, with achievement broadly close to what is expected.

Reading is a highlighted strength. Phonics is described as clearly sequenced from early years so children start learning to read straight away, staff training is in place, and pupils who fall behind are identified quickly and supported. Older pupils are described as enthusiastic readers who enjoy stories and poems shared by teachers.

The most useful “results” signal for parents, in the absence of numbers, is the consistency of routines and the precision of curriculum thinking. The inspection identifies a small number of subjects where the curriculum is still being strengthened and where some pupils currently learn less well than intended, alongside a recommendation to ensure subject leadership capacity and consistency of teaching across the full curriculum.

Parents comparing local options can use the FindMySchool Local Hub page and Comparison Tool to track any newly published outcomes as they appear, and to compare schools on consistent measures, rather than relying on impression.

This is a school that leans into structure. The school day is clearly defined, with a main day from 8:45am to 3:15pm, and gates and classroom doors closing at 8:50am. That level of clarity often correlates with punctuality routines and calm starts, particularly for younger children who benefit from predictable transitions.

The early years timetable shows a blend of adult-led work and longer stretches where children can work within a continuous provision model, including a block labelled CIL, plus routine features such as reflection, stories, and songs. Reception includes daily phonics, adult-led maths, and further adult-led learning in English and topic. For families, the implication is that the basics of early reading and number are treated as daily non-negotiables, not occasional focus areas.

In Key Stage 1 and Key Stage 2 (in this school, Years 1 to 4), English and maths sit prominently in both morning and late-morning slots, with topical learning taking up the afternoon. That is a fairly classic first-school structure, but the inspection adds detail about the “how”: new skills introduced step by step, practical examples and equipment used to make complex ideas accessible, and regular checking of understanding to shape subsequent teaching.

The school also makes metacognition explicit through its PROUD Positive Learning Powers, described as a toolkit for understanding how children learn, setting goals, and building a shared language about learning. For pupils, this can translate into being able to explain what helps them learn, not just what they have learned, which is an advantage when they transition to middle school at Year 5.

Because this is a first school, transition planning is a core part of the parent journey. Pupils typically move on at the end of Year 4 into the local middle school system, and the school points families towards two options within the Rib Valley arrangement: Edwinstree Middle School and Ralph Sadleir School.

The inspection report’s description of pupils leaving “prepared for learning in their next school” is particularly relevant here, because the age of transition is earlier than in most areas. A practical next step for families is to treat the choice of first school and middle school as a linked decision, including travel routes, wraparound needs, and whether a child will thrive with a Year 5 move.

If you are building a shortlist, it is worth saving both the first school and likely middle schools in your FindMySchool Saved Schools list so you can compare policies and timings side by side when admissions windows open.

Demand is real. The school is oversubscribed in the most recent admissions results for Reception entry, with 99 applications for 56 offers, which is 1.77 applications per place. This does not mean a place is impossible, but it does mean families should treat the timetable as non-negotiable and avoid late submission.

For Reception entry for September 2026, the school publishes a clear timetable: applications open 03 November 2025, close 15 January 2026, offers are released 16 April 2026, and the deadline to respond is 23 April 2026. These dates follow the local authority coordinated process for under-11 admissions.

Nursery admissions are handled with their own arrangements. The nursery admissions page states that applications received after 15 January 2026 at 3:00pm are treated as late and processed accordingly, with a waiting list used if required. For families considering nursery as a route into Reception, it is still wise to assume nothing is automatic unless the school explicitly states it, and to follow the Reception admissions process separately.

Open events are referenced via the school’s prospective parent information and tours, but where dates change year to year the safest approach is to treat autumn term as the typical season and check the school’s current notices close to the time.

Safeguarding is a clear strength. The latest inspection confirms safeguarding arrangements are effective. That is the baseline parents should expect, but the detail around culture is also important, particularly for younger children. Pupils are described as understanding rules and how they keep them safe, with adults helping pupils manage behaviour where needed.

Relationships between adults and pupils are explicitly described as a strength, and behaviour routines are presented as consistent, kind, and encouraging. The implication for families is that this is not a “sink or swim” environment; children who struggle with regulation are expected, and there are systems designed to support them without turning every issue into a crisis.

There is also an honest improvement thread. The inspection notes that a small minority of parents of pupils with SEND lack confidence in the support provided, and it recommends strengthening communication to build understanding and trust. Parents of children with additional needs should read this as a prompt to ask detailed questions early: what the support looks like day to day, how progress is communicated, and what the escalation route is if support is not landing well.

Outdoor learning is not an occasional treat here. The school describes outdoor learning as most effective when interwoven with the formal curriculum, and it lists specific features that support this approach, including a timber trail in the Eunice Woods play area, and a pond area used for investigating pond-life and growing vegetables. The inspection report also points to extensive grounds used well, including a running track and the pond as a learning resource. For pupils, this means science and nature learning are likely to be grounded in real observation rather than only worksheets.

Clubs have a practical, hands-on feel. The inspection mentions clubs such as sewing and Lego. The Spring Term 2026 club list adds more detail and shows a good balance across sport, creativity, and performance: Forest Club, Just Dance Club, Cross Country Club, Singing Club, Sewing Club, Football Club, Dodgeball Club, Multisports, Lego Club, Drumming Club, and Art Club. The descriptions are helpful, particularly for families choosing based on a child’s temperament. Lego Club, for example, is framed around teamwork and resilience through challenges, while Drumming Club uses recycled materials such as buckets, which signals accessible, playful music-making rather than a formal peripatetic model.

Travel safety is also treated as part of wider personal development. The school holds Modeshift STARS accreditation, and it lists age-appropriate road safety and travel programmes, including scooter training and Bikeability Level 1 delivered on school grounds, plus initiatives like Scoot to School Fridays and messages about considerate parking and avoiding idling. For families, this is a signal that independence and safety are being actively taught, not assumed.

The main school day runs 8:45am to 3:15pm. Wraparound care is available on site, and the school provides a structured breakfast and after-school offer under The Cabin. Breakfast Club runs 7:45am to 8:45am and After School Club runs 3:15pm to 5:15pm Monday to Thursday, with an option to attend from 4:15pm after an extra-curricular club.

Costs are published for this wraparound provision: £5.00 per breakfast session, £10.00 for after school 3:15pm to 5:15pm, and £5.00 for 4:15pm to 5:15pm after clubs. As with most state schools, families should also budget for uniform and optional trips and activities, which vary year to year.

For travel, the school places emphasis on walking, cycling and scooter use where possible, alongside road-safety education. If you are weighing feasibility, it is sensible to map the journey at drop-off and pick-up times, not just in free-flow traffic.

• First school structure. Education ends at Year 4 here, so pupils transition to middle school at Year 5. This suits many children, but it is a different pathway from the usual Year 6 move, and the middle school decision should be part of the initial shortlist.

• SEND communication. The inspection highlights that a small minority of parents of pupils with SEND want clearer communication and greater confidence in support. Families should ask detailed questions about how support is planned and reviewed.

• Animals in school life. The school dogs are a positive feature for many children, but families with allergies or anxieties about dogs should ask how this operates in classrooms and shared spaces.

This is a well-organised, values-led first school with strong routines, an explicit reading focus, and a practical approach to learning beyond the classroom, particularly through outdoor spaces and hands-on clubs. The latest inspection outcome supports a picture of consistent quality and effective safeguarding, alongside a clear improvement priority around curriculum consistency in a small number of subjects and communication with some families of pupils with SEND.

Who it suits: families who want a structured start to school life, with daily reading foundations, clear behaviour expectations, and plenty of outdoor and club-based enrichment, and who are comfortable planning for an earlier move to middle school at Year 5. Entry remains the practical hurdle, with oversubscription meaning timelines and paperwork matter.