Moss Side Primary School

Inspection of Moss Side Primary School Paradise Lane, Leyland, Lancashire PR26 7ST

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Inspection dates: 17 and 18 December 2024

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

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since July 2013. Since September 2024, schools have not been awarded an overall effectiveness grade. 17 and 18 December 2024

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What is it like to attend this school?

The ‘Moss Side way’ values lie at the heart of this inclusive, happy school. Pupils strive to live up to these values at school and in the community. They behave well, show respect to others and make a positive contribution to the school and beyond. Pupils independently plan and lead events in school and actively work to improve local environmental issues. They have contributed to the designs for new outdoor play equipment at school. Pupils have warm relationships with staff and appreciate the many ways that the school helps them to feel safe.

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What is it like to attend this school?

The school is ambitious for all pupils. Pupils learn a broad range of subjects and achieve well in their learning. The school goes above and beyond in its mission to enable all pupils to shine. It is vigilant in identifying and developing pupils’ talents. Pupils who show interest or skill in music lessons go on to access musical instrument tuition. The school offers an extensive range of extra-curricular activities. These include fencing, judo, archery, choir, art, guitar, coding and gardening. Attendance at these activities is impressively high, and the school works tirelessly to remove any barriers to pupils’ access of this provision. All pupils represent the school at events.

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

The school has designed a rich and engaging curriculum from the Reception class to Year 6. It has ensured that pupils’ learning is relevant to them and to their local context. The school has carefully considered what knowledge pupils should acquire in each subject. It has identified the order in which pupils should learn it, so that links can be made between prior, current and future learning.

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

Staff have a secure knowledge of the subjects that they teach. They provide pupils with clear explanations and modelling when introducing new concepts. The school understands the individual needs of pupils. It quickly identifies any barriers to learning and puts adaptations in place to enable pupils to successfully access the curriculum. Pupils, including those with special educational needs and/or disabilities, achieve well.

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

The school uses a range of ways to check pupils’ understanding of what has been taught. Staff ask questions and provide opportunities for pupils to demonstrate what they know through their work. The school has processes to check pupils’ progress over time. However, in some subjects other than English and mathematics, these systems are still being developed. This makes it challenging for the school to consistently and accurately identify gaps in pupils’ learning. As a result, pupils’ knowledge in these subjects does not build as securely as it could.

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

The school ensures that pupils who are at the early stage of learning to read have a dedicated daily time to read to an adult. The school engages positively with parents and carers to provide them with guidance on how they can support their children’s reading at home. Staff are skilled at delivering the school’s phonics programme. They provide effective support to pupils who face any difficulties with reading. This helps pupils to quickly gain the knowledge and skills they need to read with confidence and fluency. 17 and 18 December 2024

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Pupils’ attendance at school is high. The school ensures that parents and pupils understand the importance of regular attendance. It supports families and takes effective action to reduce absences. Pupils are confident, enthusiastic learners. They enjoy their lessons and work hard. In early years, children understand the routines and demonstrate independence in their learning. Pupils proudly take on responsibilities, including being sports captains, active leaders and ‘special friends’, where they build nurturing relationships with younger pupils.

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The school’s provision for personal development is exceptional. It has identified an extensive set of experiences that pupils encounter from early years to Year 6. This includes performing in a large arena, witnessing chicks hatching and trips that range from cities to lakes and the coast. The school finds innovative ways to broaden pupils’ understanding of diversity. For example, through visitors to the school, pupils learn about the diverse lives of others, including hearing the experiences of people who are refugees. Pupils benefit from working alongside a wide range of external professionals, who discuss their jobs with pupils and enrich the school’s curriculum. Pupils spoke enthusiastically about how this has inspired them to follow their dreams. Pupils have a mature understanding of mental health. They recalled their learning about how the brain works and linked this to their understanding of character strengths and how to manage their

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There is a positive and supportive culture among all who work at the school. Staff appreciate the consideration that is given to their well-being, their workload and the professional development opportunities that they have. Governors provide effective challenge and support to the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, other than English and mathematics, the school’s systems for checking pupils’ learning are still developing. This limits the school’s ability to gain a clear understanding of any gaps in pupils’ knowledge. Consequently, some pupils do not develop a secure body of knowledge over time. The school should further develop the consistency and precision of its checks on pupils’ learning to better identify and address gaps in pupils’ knowledge as they arise. 17 and 18 December 2024

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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.

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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). 17 and 18 December 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 9 and 10 July 2013, under section 5 of the Education Act 2005

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Information about this school

 The school has experienced changes to its leadership since the previous inspection. The current headteacher has been in post since 2018.  The school does not use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 17 and 18 December 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, other school leaders, governors and staff at the school. The lead inspector spoke with a representative from the local authority.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. 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 samples of pupils’ work. Inspectors also discussed the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the

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extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The lead inspector listened to some pupils read to a familiar adult.  Inspectors observed pupils at social times and when moving around the school.  Inspectors spoke to parents and considered the responses to Ofsted’s online survey, Ofsted Parent View, including the free-text comments. Inspectors spoke to pupils and to staff to gather their views. Inspectors also considered the responses to Ofsted’s online surveys for staff and for pupils.  Inspectors reviewed a range of documents, including those related to the governance of the school.

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Inspection team

Liz Dayton, lead inspector His Majesty’s Inspector

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Inspection team

Haroon Asghar Ofsted Inspector 17 and 18 December 2024

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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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