Moorgate Primary Academy

Inspection of Moorgate Primary Academy Moorgate, Tamworth, Staffordshire B79 7EL

p.1

Inspection dates: 14 and 15 November 2023

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good

p.1

Overall effectiveness Good

The headteacher of this school is Jonathan Williams. This school is part of Staffordshire University Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, James Capper, and overseen by a board of trustees, chaired by Mary Walker. 14 and 15 November 2023

p.1

What is it like to attend this school?

Pupils enjoy attending Moorgate Primary Academy. They happily live the school motto: achieve, challenge, enjoy. The school does all it can to make sure pupils attend regularly and on time. Pupils know that they can put their worries in the worry box. They know that staff listen to and act on any worries or concerns they have. Pupils enjoy opportunities to broaden their experiences in the school’s curriculum enrichment offer ‘50 things to do before you leave Moorgate’. They achieve well.

p.2

What is it like to attend this school?

Pupils feel safe in school. This is because school is calm and orderly. The school’s approach to managing behaviour is consistent and fair. Pupils know the five golden rules: ‘keep everybody safe, treat everyone with kindness, respect everyone and everything, work super hard and have beautiful manners’. They are polite, courteous and respectful of one another. Pupils play well together at social times. Well-being warriors are on hand to support any pupil that needs it.

p.2

What is it like to attend this school?

The majority of parents and carers are very positive about the quality of education their children receive. One parent’s comment on Ofsted Parent View was typical of many when they said: ‘My children have thrived at this school. All staff are approachable and deal with issues quickly.’

p.2

better?

Leaders have adopted an ambitious curriculum for all pupils. The sequence of learning builds up important knowledge over time. Teachers have the knowledge and skills to teach the curriculum effectively. They present new learning in a way that engages pupils and helps them to retain knowledge, so that pupils know and remember more. Teachers check how well pupils are learning the curriculum. Any gaps in learning are identified and revisited. Teachers address any misconceptions or errors quickly. The majority of pupils achieve well. However, in a few subjects, high- attaining pupils do not always achieve as well as they could. This is because in these subjects, the curriculum is not sufficiently ambitious for these pupils to achieve their potential.

p.2

better?

Children in the early years have settled well into school life. Staff work closely with parents to carefully plan to meet the learning and development needs of all children. Skilled adults engage in high-quality interactions with children. They sing songs and number rhymes together and explore numbers and shapes in the environment. Children learn to hold a pencil effectively, when writing simple words and sentences.

p.2

better?

Pupils read and are read to every day in school. Parents value reading workshops, which help them to support their child’s reading at home. The school library, reading competitions, dressing up as book characters and discussing authors, help to promote a love of reading. Children practise phonics skills when reading books that match the sounds they are learning. However, some pupils have fallen behind in their reading. These pupils struggle to read well because they are not effectively 14 and 15 November 2023

p.2

3

supported to catch up quickly enough. This is because catch up interventions do not address the gaps in phonic knowledge effectively enough. As a result, some pupils do not read with the confidence and accuracy required for their age.

p.3

3

Pupils with special educational needs and/or disabilities (SEND) are well supported in school. Their needs are quickly and accurately identified. Staff adapt learning well for SEND pupils. All pupils in need of specialist support, such as speech and language support, get the support that they need. As a result, pupils with SEND achieve well.

p.3

3

The school makes sure that pupils have many opportunities to broaden their interests and widen their horizons. Pupils learn how to keep safe when out and about in the community. They enjoy discussing current affairs and can identify ‘fake news’. Pupils consider future jobs and income when making sensible decisions about how to spend and save money. Choir, art, sports club and working alongside artists and musicians help pupils to develop new talents and interests. Pupils learn about different faiths, including Christianity, Sikhism, Hinduism, Judaism and Buddhism. They learn about the importance of celebrations in different cultures. For example: Eid, Diwali and Chinese New Year. This helps them to recognise and respect differences. The work of the school council helps pupils to understand democracy and the right to a voice. By fundraising for local and national charities, pupils learn to be active citizens. Pupils are well prepared for life in modern Britain.

p.3

3

Leaders know the school well. They identify the right priorities for improvement. Trust leaders hold the headteacher to account for the performance of the school.

p.3

3

Staff are positive about the support they receive from leaders to manage their workload and well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 The curriculum in some subjects is not sufficiently ambitious for higher attaining pupils to achieve as highly as they are capable of. School should ensure that expectations remain high and that the curriculum meets the needs of all pupils.  Some pupils have fallen behind in their reading in school. They are not receiving effective support to catch up quickly. The school should make sure that these pupils receive the support they need to read with confidence, fluency and accuracy for their age. 14 and 15 November 2023

p.3

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 14 and 15 November 2023

p.4

School details

Dates of previous inspection 29 and 30 March 2022, under section 8 of the Education Act 2005

p.5

Information about this school

 The school uses one alternative provision commissioned by Staffordshire Local Authority.  The school provides education for two-year-olds.  The school runs its own breakfast and after-school club.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the second routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The inspectors carried out deep dives in these subjects: early reading, design technology, geography, mathematics and music. For each deep dive, the inspector 14 and 15 November 2023

p.5

6

discussed the curriculum with subject leaders, visited a sample of sessions, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupil’s work.  The inspectors observed children reading to a familiar adult and reviewed reading resources.  The inspectors reviewed a range of documentation on the school’s website.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors observed children’s behaviour in lessons and at other times during the day.  The inspectors held meetings with the headteacher, the deputy headteacher, the special educational needs coordinator, the designated safeguarding leader, curriculum leaders and had a telephone conversation with a representative from

p.6

6

the local authority. The lead inspector met with representatives from Staffordshire University Academy Trust.  The inspectors took account of responses to Ofsted Parent View, pupil surveys and staff surveys.

p.6

Inspection team

Lorraine Lord, lead inspector Ofsted Inspector

p.6

Inspection team

Adam Montague-Clewes Ofsted Inspector 14 and 15 November 2023

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7