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Millbrook Combined School and Nursery
Mill End Road, HP12 4JF, UK High Wycombe
+44 (0)1494 524791

Millbrook Logo Animation

Millbrook Combined School & Nursery
Mill End Road
High Wycombe
HP12 4BA
Charity Reg. Number:  1103983
Phone:  01494 524791
Fax:  01494 533361


To ensure good behaviour and that every person enjoys a safe, happy time at Millbrook, everyone follows a very special set of rules called the "Millbrook Message".

The Millbrook Message tries to encourage people to be resilient, resourceful, responsible, reasoning and reflective.

The Millbrook Message was drawn up after asking all children what things were important in making a happy, successful school.  The Millbrook Message was finalised by the Headteacher and the
School Council.

The Millbrook Message says:



The main Mill End Road school building was constructed in 1936 and called Mill End Secondary School.  The north side of the building was for girls and the south side was for boys.

In 1973, the school became Sands County Middle School for pupils between 8 and 12 years old.

In September 1998, a change in the age of secondary school transfer meant that the school became a Junior School, with pupils aged 7 -11.

An amalgamation of Sands Junior, Sands First School and Green Street First School in September 1999, formed a brand new school, Millbrook Combined School, on the site of Sands Junior.

Use the links on the side to view old school artefacts and  photographs and to read interviews with former pupils.

If you have any photographs or artefacts that we can add to our pages, or would like to be interviewed, please
contact us.

Remember, you can also sign the
Guestbook and leave a message in the Online Community Forum.


promote intellectual, physical, spiritual, moral, cultural and personal development

help pupils develop lively, enquiring minds, the ability to question and argue rationally and apply themselves to a range of tasks

help each pupil achieve the highest educational standards of which  they are capable

promote enjoyment of learning and the ability to learn independently

help pupils acquire knowledge, understanding and skills relevant to future years in a fast changing world

help pupils to acquire essential skills in communication, numeracy, study, problem solving, personal, social and information technology

promote enjoyment of books and reading, to teach pupils to read fluently and accurately with expression, understanding and an ability to acquire and use information from a variety of sources

help children acquire listening skills so as to listen with accuracy and understanding

help pupils communicate clearly, accurately and confidently in speaking, listening and writing, in ways appropriate for various occasions and purposes

help pupils acquire mathematical skills and to be able to use and apply these skills accurately in a variety of situations

provide an attractive, caring, stimulating and orderly environment for learning

foster desirable attitudes, values and personal qualities such as confidence, co-operation, courtesy, fairness, honesty, respect, responsibility, self discipline and tolerance

help children acquire awareness and an understanding of the importance of personal health and hygiene

provide equal opportunities for all, valuing each individual regardless of ability, gender, religion, ethnic or social background

help pupils appreciate human achievements and aspirations in art, literature, music, science, sport and technology

forge effective partnerships with the home, governors, the LEA and the community in order to support and enhance pupils' learning

endeavour to compensate for any educational disadvantage
continually improve our performance through systematic monitoring and evaluation, staff training and development planning

A Statement about the Schools Ethos and Values

The school's ethos or climate is based on outstanding relationships, equality of opportunity, a positive learning environment, high expectations and a commitment to continuous improvement. Our ethos reflects a commitment to shared values, beliefs and expectations.

Relationships include the professional relationships between staff, the ways in which pupils and teachers treat each other and the positive relationships with parents and the community. Courtesy, co-operation, trust, mutual respect and supporting each other are strong values of the school.

All pupils are entitled to a quality education, which meets their needs regardless of their age, ability, gender, ethnic origin, religion or social background. The school endeavours to compensate for educational disadvantage. We aim to create an attractive, happy, stimulating and orderly environment, which promotes learning.

The school is a learning organisation for both pupils and staff and we place high emphasis on teaching, training and learning. We have high expectations of our pupils in relation to appearance, attitudes, behaviour and work. We have high expectations of ourselves also. Our staff are fully committed and plan and work effectively together to achieve the school's aims. We are committed to continuous improvement in order to raise educational standards and improve the quality of education provided.


The school's curriculum is broad and balanced in order to promote pupils' intellectual, physical, personal, social, spiritual, moral and cultural development. All the National Curriculum subjects plus religious and health education are taught and given appropriate attention.

Our curriculum is well planned and structured so as to meet the different abilities and learning needs of all pupils. A programme of assemblies and a wide range of exciting extra curricular activities further enrich the curriculum.

Each term, the school sends home a Curriculum News booklet which describes what your child will be studying in each subject for that term.  The booklets can also be downloaded here...

The National Curriculum

The National Curriculum was introduced in 1989 and is an important part of the 1988 Educational Reform Act. The National Curriculum has been revised a number of times since its introduction, most recently in September 2000. The National Curriculum sets out what pupils between the ages of 5 and 16 should be taught. The National Curriculum organises a pupil's schooling into a Foundation stage and four Key Stages.

Within each key stage, the National Curriculum sets out which subjects pupils should study. English, Mathematics, Information and Communication Technology (ICT) and Science are "core" subjects.

Art, Design and Technology, Geography, History, Music, a Modern Foreign Language and Physical Education are known as the foundation subjects.

Religious Education is compulsory in all four key stages but because local education authorities decide what is taught, it is not part of the National Curriculum.

NB: French is taught in Upper KS2 but this is not a legal requirement.

At the end of Key Stage 1, 2 and 3 when pupils are aged 7,11 and 14, their attainment is assessed. This is done in two ways. Teachers assess pupils' attainment and progress in lessons. This is known as teacher assessment. In addition, pupils of these ages will take national tests or tasks to provide a snapshot of their attainment in English and mathematics. Pupils are required to sit tests in science at 11 and 14.

Curriculum Structure and Organisation

Subjects or topics?

At Millbrook the curriculum is taught through separate subjects and occasionally topics or broad themes. Teachers and pupils follow a carefully planned weekly timetable. Appropriate time is devoted to each subject of the National Curriculum plus religious education, health education and citizenship. Pupils are taught all subjects on a regular basis, which helps to ensure that they learn in a steady and systematic way. Teachers identify natural links between the subjects through collaborative planning. Knowledge and skills acquired in one subject can therefore be used to support others.

Teaching Organisation and Methods

Teachers use a variety of strategies and methods to help pupils to learn. A blend of whole class, group and individual teaching is used to suit the purpose of the lesson and the needs of the pupils. Our teachers use a range of skills including assessing, demonstrating, explaining, instructing, questioning and providing feedback. In particular, teachers provide opportunities for pupils to:

> think, question and argue rationally;
> apply knowledge, understanding and skills to new situations;
> solve problems;
> investigate;
> develop personal study and research skills;
> work collaboratively with others.

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