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Millbank Academy

Millbank Academy


“At Millbank Academy, we proudly differentiate from other primary schools in the following areas; 

  • we apply a model of subject-specific teaching at Key Stage 2
    Rather than receiving all their lessons from one teacher, children are taught by passionate and knowledgeable subject specialists, much like they would be at secondary school
  • we do not teach to the test
    Unlike many primary schools, we do not place SATs at the core of what we do, but instead teach a broad and balanced mixture of traditional subjects (including Latin, English, ancient history, British history, grammar and mathematics)
  • we focus on developing students’ vocabulary and grammar
    Not purely in their English lessons but in the delivery of all subjects
  • alongside the more formal elements of our curriculum, we offer our children a rich and varied extracurricular programme
    We nurture their social and moral development and broadening their horizons. Students have access to a broad and thrilling range of extracurricular activities, including a variety of sport activities, music lessons and choirs, debating clubs and gardening clubs
  • we are a positive, friendly and vibrant school in which all students feel valued and supported
    Our core values are knowledge, aspiration and self-determination, and our school is one that places children at the centre: within a warm and supportive environment, children are encouraged to flourish and grow, and are helped to develop into happy, articulate, confident and courteous members of society.”

In-year admissions

Applications for a year group already established (Year 1-6 from the start of September) are made on Westminster City Council’s in-year common application form. If no waiting list is in operation and a vacancy exists in the child’s chronological year group, a place will be offered. Where a vacancy does not exist, the application will be considered in accordance with the oversubscription criteria and associated admission arrangements.

Parents can make an online in-year application via Westminster City Council’s website or by downloading a paper application form from the same website. Parents should return the application form directly to Westminster City Council.


If it has not been possible to offer your child a place at Millbank Academy, you have the right, by law, to appeal to an independent appeal panel.

Although the law allows you to have the opportunity to appeal against admission decisions, it does not give your child the automatic right to a place at a particular school.

There is no guarantee that your appeal will be successful, and each case will be decided on its own merits by the independently appointed panel. Appeals are processed by Millbank Academy. If you wish to appeal for an in-year place, please complete the appeal form and return it to us.


We can take up to a maximum of thirty pupils in our nursery.

We offer an excellent learning environment, both inside and out which is well-organised, resourced and stimulating to enable children to learn with the guidance and care of our staff.

If you would like to visit our nursery, please contact the school office to arrange a tour.

There is no guarantee that we will be able to offer your child a nursery place.

There is no automatic entry to our Reception Class from the nursery.

The Windmill Centre

We are currently oversubscribed, and we therefore operate strict entrance criteria. An admission to The Windmill Centre is separate to mainstream admissions. Decisions will be made by the Local Authority’s SEN panel in conjunction with the school, and priority will be given to children living in the City of Westminster or the Royal Borough of Kensington and Chelsea. Successful referrals will comply with most or all of the following criteria:

  • The child will have a diagnosis of Autism Spectrum Disorder.
  • The child will have an Education Health and Care Plan (EHCP).
  • The child will show potential for accessing a minimum of 25% of the school day in a mainstream classroom without 1:1 support. The expectation will be for this percentage to increase as the child progresses through the school, in preparation for their transition to secondary education.
  • The child will demonstrate a motivation to communicate and will show potential for developing expressive or receptive language.
  • The child will be independent with key self-help skills, such as using the toilet and feeding.
  • The child’s cognitive ability will be compatible with the existing cohort of children in the unit.