Moorhill Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Moorhill Primary School Pye Green Road, Cannock, Staffordshire WS11 5RN

p.1

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that aspects of the school’s work may not be as strong as at the time of the previous inspection. The school’s next inspection will be a graded inspection.

p.1

Outcome

The executive headteacher of this school is Libby Banks. This school is part of the Shaw Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jo Heard-Jones, and overseen by a board of trustees, chaired by Andrew Meehan.

p.1

What is it like to attend this school?

Pupils enjoy belonging to this welcoming school. They form trusting relationships with one another and staff. Pupils know that if they have a problem an adult will listen to them and sort it out. Pupils are keen to learn and are enthusiastic about wearing the badges they earn when they display the school’s ‘antler’ values.

p.1

What is it like to attend this school?

The school wants the very best for pupils. It is ambitious for every pupil to have a good education. However, pupils do not always achieve their potential. They do not all achieve as well as they could because the curriculum is not always delivered effectively.

p.1

What is it like to attend this school?

The school has high expectations of pupils’ behaviour and the majority of pupils meet these. Pupils are kind to one another and respond well to the behaviour routines and rewards. They are excited about collecting green ‘trackits’. However, occasionally pupils find it difficult to concentrate on learning due to disruption caused by other pupils.

p.1

What is it like to attend this school?

There is a range of clubs including choir, martial arts, archery and laser tag, where pupils can develop their interests. At lunchtime, pupils benefit from the support of trained pupil playleaders and organised sports activities. This ensures everyone is happily occupied on the playground. 5 and 6 November 2024

p.1

What does the school do well and what does it need to do better?

Since joining the trust, the school has gone through a period of rapid change and improvement. There is renewed ambition for all pupils. The school makes decisions based on the best interests of the pupils. Highly effective leaders have focused on the right things to improve the school’s work over time. The trust makes regular checks to assure themselves that these actions are making a difference. However, these actions have not yet had an impact on pupils’ outcomes at the end of key stage 2. Pupils do not always achieve well.

p.2

What does the school do well and what does it need to do better?

The school has developed a curriculum that is broad and ambitious. The important curriculum content is organised so pupils can learn to make links between subjects and deepen their knowledge. For example, when learning about Romans in history the pupils also study how Romans had an impact on early Christianity in religious education. However, staff do not consistently ensure that pupils retain knowledge over time. This is because they do not always identify the precise information they want pupils to know and ensure this is securely learned. Teachers sometimes move on to new knowledge before pupils are ready.

p.2

What does the school do well and what does it need to do better?

Teachers use questioning to check on how well pupils are learning. These checks help staff to identify any gaps in pupils’ knowledge and skills. This information is not always used well to adapt subsequent learning so that it meets the needs of all pupils.

p.2

What does the school do well and what does it need to do better?

Children settle quickly into the early years. There is a happy buzz of activity and learning in the Reception classes. Staff help children build on important knowledge through engaging and purposeful learning activities. Pupils and adults engage in high-quality conversations. This helps children to talk about their learning and develop confidence. As a result, children learn and play happily alongside each other.

p.2

What does the school do well and what does it need to do better?

The school’s provision for pupils with special educational needs and/or disabilities (SEND) is highly effective. Staff swiftly and accurately identify pupils’ needs. Staff benefit from useful training from the trust and external agencies in how to support these pupils. This means that pupils with SEND receive appropriate guidance and resources that meet their needs and have a positive impact on their engagement and attainment.

p.2

What does the school do well and what does it need to do better?

Pupils start to learn phonics from the beginning of their Reception Year. The school’s approach to teaching early reading helps pupils to learn effectively. By the end of Year 1, outcomes for phonics are above national averages. The school encourages older pupils to develop a love of reading with carefully chosen texts. These include stories that are set in a wide variety of countries and cultures. As a result, pupils become more aware of the wider world around them.

p.2

What does the school do well and what does it need to do better?

Since becoming an academy, the school has addressed poor attendance rigorously. The current procedures for checking absence are thorough. The school identifies and addresses patterns in attendance for individual pupils. Families receive kind support and robust challenge. However, there are still too many pupils who are not attending regularly. 5 and 6 November 2024

p.2

3

The school recognises that there is still work to do to engage some families to support the school’s drive for high attendance.

p.3

3

The school ensures that pupils understand the expectations and routines for behaviour through the ‘behaviour blueprint’ and the rewards scheme. Leaders keep a check on incidents of poor behaviour, spot developing issues and address them quickly. Behaviour is improving overall but there are still times, most notably in key stage 2, when some pupils’ behaviour affects learning and playtimes for other pupils.

p.3

3

The school has developed an effective personal development offer that reflects the local area. For example, pupils learn about the dangers of playing near the local electric railway lines, and how to ride their cycles safely. Pupils develop their character and find out about the wider world through the school’s ‘society’ curriculum. Pupils’ understanding of issues like fairness and equality builds over time. The youngest children learn how to recognise others’ feelings and by Year 2 pupils understand that we all have rights and responsibilities. In Year 3, they learn about the diversity of different groups in society and by Year 6 pupils discuss discrimination maturely.

p.3

3

Staff feel that leaders are considerate of their workload and well-being. They value the training opportunities and personal support they get from school and trust leaders. Staff are proud to work at Moorhill Primary.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In some subjects, the school does not use the information from their assessment to plan next steps in learning that meets all pupils’ needs. This means that some pupils do not have work adapted for their needs and do not make good progress. Leaders should ensure that all teachers have the skills to use assessment information to adapt learning to meet pupils’ needs.  In some subjects, what the school intends pupils to be taught is not always precisely identified and consistently delivered by teachers. As a result, some teaching does not have the impact it could on what pupils know and remember. The school should ensure that staff receive training so that the curriculum in every subject is delivered as intended and pupils can build their knowledge over time.  Some pupils do not attend school regularly. This means they do not engage with learning consistently and do not make the progress they could. The school should

p.3

(Information for the school and appropriate authority)

continue its work, including with families, to improve attendance for these pupils. 5 and 6 November 2024

p.3

4

 A small number of pupils do not meet the school’s high expectations for behaviour consistently. This can sometimes disrupt the learning or play of other pupils. The school needs to ensure that all pupils are supported to understand and follow the school rules so that pupils can play and learn without being distracted by poor behaviour.

p.4

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged good for its overall effectiveness.

p.4

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.4

Background

This is the first ungraded inspection since we judged the predecessor school, Moorhill Primary School, to be good for overall effectiveness in November 2021.

p.4

How can I feed back my views?

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, 5 and 6 November 2024

p.4

5

looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 5 and 6 November 2024

p.5

School details

Headteacher Libby Banks (Executive Headteacher)

p.6

School details

Date of previous inspection Not previously inspected

p.6

Information about this school

 The school joined the Shaw Education Trust in April 2022. When its predecessor school, Moorhill Primary School, was last inspected by Ofsted, it was judged to be good overall.  The executive headteacher was appointed in March 2024. She is also responsible for another school in the trust.  The school uses one registered provider of alternative provision.  The school operates a breakfast club and an after-school club.

p.6

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The lead inspector discussed the impact of the pandemic with leaders and has taken that into account in the evaluation of the school. 5 and 6 November 2024

p.6

7

 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 met with the executive headteacher, the head of school, other school leaders, trust leaders including the chief executive officer and spoke with the vice-chair of the trust board.  The inspectors focused inspection activity on the following groups of subjects: early English and mathematics, history, science and geography. For each group of subjects, the inspector visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work.  Inspectors examined a range of school documentation, including leaders’ self- evaluation, records of governance, and documentation relating to attendance and

p.7

7

pupils’ behaviour.  The inspectors spoke with groups of staff and took account of views shared through the staff survey.  The inspectors took account of responses to Ofsted’s online survey, Ofsted Parent View and the pupils’ survey. The lead inspector spoke informally with parents on arrival at school.  During the inspection, the inspectors met with groups of pupils, both formally and during less structured parts of the day.

p.7

Inspection team

Corinne Biddell, lead inspector His Majesty’s Inspector

p.7

Inspection team

Sultanat Yunus Ofsted Inspector 5 and 6 November 2024

p.7

8

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.8

8

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.8

8

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.8

8

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

p.8

8

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

p.8