Muxton Primary School

Inspection of Muxton Primary School Marshbrook Way, Muxton, Telford, Shropshire TF2 8SA

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Overall effectiveness Requires improvement

The quality of education Good Behaviour and attitudes Requires improvement Personal development Good Leadership and management Requires improvement Early years provision Good Previous inspection grade Good 4 and 5 June 2024

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What is it like to attend this school?

Children make a positive start to their education in the early years. They are quick to settle into routines. They play and learn happily together. Pupils with special educational needs and/or disabilities (SEND) play a full part in school life.

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What is it like to attend this school?

The school is determined for all pupils to succeed. Since the previous inspection, changes have been made to help pupils to be more successful. This has included ensuring that pupils who fall behind with their reading are given the support they need to become fluent and confident readers.

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What is it like to attend this school?

Most pupils are respectful towards staff and work hard during lessons. However, some pupils do not always behave well in lessons or around the school. This means that, sometimes, pupils cannot concentrate on their learning due to the behaviour of others. Expectations for pupils’ behaviour are not consistently high in some year groups. Some pupils’ behaviour on the playground is not reliably positive. Most pupils feel safe in school. Some pupils say that the behaviour of others affects their well-being. They feel confident to share any worries with trusted adults.

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What is it like to attend this school?

Pupils value the wide range of opportunities on offer. These develop pupils’ skills and interests in many areas, such as sport music and reading.

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better?

The school has a clear vision for an ambitious curriculum, including in the early years. Subject plans are well designed, identifying the precise knowledge that pupils need to know and remember. Pupils build their knowledge well across the curriculum. Staff swiftly identify and remedy any misconceptions pupils may have. Pupils regularly revisit key concepts. This means that they can confidently recall what they have learned. Pupils typically achieve well.

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better?

The school has effective processes for identifying and supporting pupils with SEND. Information about how to support these pupils is shared effectively with teachers, who adapt learning activities well. This means that pupils with SEND are supported well to progress through the curriculum.

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better?

Early reading is a high priority in school. Staff implement the school’s chosen phonics programme consistently and effectively. Children begin to learn to read as soon as they start in Reception. The books that pupils read match the sounds that they know. Well-trained staff provide effective support for pupils who are at risk of falling behind in reading. Pupils enjoy reading and the wide range of books on offer, and they talk articulately about a wide range of books and authors that they enjoy.

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better?

The school has established a new behaviour policy based on the rules of being aware, safe and kind. However, this is not yet applied consistently. Standards of behaviour vary across the school. Low-level disruption sometimes interrupts learning, and behaviour at break and lunchtimes is often too physical in some year 4 and 5 June 2024

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groups. As a result, some pupils do not always have a positive experience. There is work to do to ensure that behaviour expectations are consistently applied by all staff.

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The school has planned well for pupils’ broader development. Pupils know how to keep themselves safe, including when online. They learn about healthy relationships and how to be healthy. Pupils have a detailed understanding of fundamental British values. Pupils also experience a range of trips and visits that enhance the curriculum. The school has put in place a wide range of inclusive clubs. Pupils relish the opportunity for extra responsibility and to build their leadership skills. They are proud of their responsibilities, such as e-cadets to promote online safety, or being a ‘Muxton safeguarding voice’ representative. The school offers effective pastoral support to pupils and their families. It works closely with parents and carers to ensure that pupils attend regularly.

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There have been many changes to the governing board in recent times and many governors are new to their roles. Over time, those responsible for governance have not always challenged leaders sufficiently well. However, with new governors with a wide set of suitable skills in place, this is beginning to change. Nevertheless, this is still at an early stage.

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Most staff enjoy working at the school and say that the school is considerate of staff well-being and workload.

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Parents have mixed views about the school. Some share frustration with the lack of effective communication and the ongoing staff changes. Others feel that their concerns about the conduct and behaviour in the school are not dealt with effectively. However, other parents are positive about the school’s work and are confident their children are happy and safe.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school’s expectations for pupils’ behaviour are not consistently high enough. Low-level disruption in lessons and unkind behaviour is not always dealt with effectively. Some pupils do not demonstrate positive attitudes to learning and each other. The school should develop a culture where low-level disruption is not tolerated, incidents are dealt with effectively and positive behaviours are the norm.  Communication between school and home is not as effective as it should be. Some parents do not feel that the school listens and responds effectively to 4 and 5 June 2024

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concerns they raise. The school should ensure that it improves communication between school and home where there are concerns.  There have been several changes to governance recently. While the current members are committed and have ambitious plans, these are in the very early stages of development. As a result, over time, governors have not sufficiently undertaken their roles to effectively support and challenge the school. The governing body should ensure that governors receive the training and support they need to effectively carry out their duties fully.

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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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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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). 4 and 5 June 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 21 and 22 March 2023, under section 8 of the Education Act 2005

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Information about this school

 Since the last inspection, there have been many changes to governance, including the chair of the governing body, who has very recently taken up post.  The school uses one registered alternative provider.  The school has a before- and after-school provision, which is operated by the school.

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Information about this inspection

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

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with the headteacher and senior leaders. 4 and 5 June 2024

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 The lead inspector met with representatives from the governing body.  The lead inspector talked to representatives from the local authority and the alternative provider used by the school.  The inspectors carried out deep dives in these subjects: early reading, mathematics, history and art. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at a sample of pupils’ work. The inspectors also examined pupils’ writing books.  The lead inspector listened to pupils read to a familiar adult.  Minutes of governing body meetings were also scrutinised.  The inspectors looked at records of pupils’ attendance and behaviour. They observed pupils’ behaviour in lessons and around school and talked to them about behaviour, bullying and welfare.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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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.  Inspectors talked to parents at the start of the school day and considered the Ofsted Parent View survey and free-text comments. The inspectors also reviewed the responses to the staff survey and gathered the views of staff and pupils through discussion.

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Inspection team

Cathy Young, lead inspector His Majesty’s Inspector

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Inspection team

Gill Turner Ofsted Inspector 4 and 5 June 2024

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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.

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