Moorfield Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Moorfield Primary School School Way, Moorfield Road, Widnes, Cheshire WA8 3HJ

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Inspection dates: 17 and 18 December 2024

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Outcome

Moorfield Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Pupils thoroughly enjoy attending this school. Relationships here are built on trust and respect. This helps pupils feel safe.

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What is it like to attend this school?

Pupils behave very well. They are kind and well mannered. Children in the Reception Year quickly learn the routines and acceptable behaviours. This helps them to settle well into school. This is further developed as pupils move through school and there is a calm and orderly atmosphere, both in lessons and at playtimes.

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What is it like to attend this school?

The school has high expectations for all pupils. They try their utmost to live up to these expectations. They work hard and engage fully in their learning. Pupils with special educational needs and/or disabilities (SEND) receive the support they need to be successful alongside their peers.

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What is it like to attend this school?

The school places great importance on pupils’ wider development. There is an impressive range of opportunities that are available to nurture pupils’ talents and interests. Visits to places of interest bring the curriculum to life and allow pupils to develop their confidence and deepen their understanding.

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What is it like to attend this school?

Leadership skills are developed through a carefully thought-out set of responsibilities available to pupils. They understand that by accepting these additional duties, such as anti-bullying ambassadors, they act as role models for the younger pupils. They accept such roles with pride. As a result, pupils are well prepared for life outside school. 17 and 18 December 2024

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

The school has a coherently planned and ambitious curriculum in place. This is especially so for English and mathematics. The school has clearly identified the knowledge and skills it wants pupils to learn across subjects from early years to Year 6. Recent refinements to some subjects are beginning to have an impact, enabling pupils to use their newly acquired skills in a range of contexts.

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

From the moment children enter the Reception Year they are supported to develop their speech and language through rhyme and story. Throughout school, staff model the language and vocabulary they wish children to develop and use. However, not all pupils develop their spoken language as well as they could. Some pupils struggle to use the correct vocabulary to talk about what they have learned with confidence.

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

The school has prioritised early reading and mathematics, enabling pupils to get off to a strong start. Pupils, including those in the Reception Year, are well supported to learn to read. From the minute children come into school they enjoy a range of songs, rhymes and stories. Staff deliver the phonics programme well and most pupils read fluently by the end of Year 2. Pupils who find reading more difficult receive the support they need to catch up. Pupils have access to a diverse range of high-quality texts. Older pupils talk enthusiastically about the books and plays that they have read.

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

The school has highly effective systems to identify the specific needs of pupils with SEND at the earliest opportunity. It accurately identifies how pupils’ barriers to learning can be overcome. Where pupils need something more individual, this is provided without delay. Leaders seek specialist support to further enhance their understanding of pupils’ needs and the best way to support them. Lesson adaptations ensure that pupils with SEND learn successfully alongside their peers. Pupils with SEND participate fully in all aspects of school life.

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

The school has high expectations for pupils’ behaviour and conduct, both in the classroom and the playground. Pupils’ considerate behaviour and their attitude to learning play an important part in their academic success.

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

Pupils enjoy attending school. The school rigorously tracks pupils’ attendance. When an individual’s attendance falls below the accepted level, the school works with families to provide the right support to bring about improvement. As a result, attendance rates are high.

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

The school promotes pupils’ personal development through all aspects of school life. Pupils in the Reception year through to Year 6 develop their interests and talents through the wide range of trips and clubs. These enhance the curriculum and provide pupils with a variety of experiences. For example, the residential trip to York allows pupils to use their mapping skills as they plan routes to get around the city.

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

The school ensures that pupils know how to keep physically healthy and mentally well. Pupils demonstrate a clear understanding of how the law protects people with 17 and 18 December 2024

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different characteristics and how everyone deserves to be treated with respect. They learn about different faiths and cultures.

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Governors understand their strategic role and fulfil their statutory duties. They hold leaders to account effectively and are committed to the school’s continued improvement. The school considers the workload and well-being of staff in the decisions that it makes. Staff appreciate the support the school gives them to carry out their roles effectively. The vast majority of parents and carers hold the school in high regard.

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Safeguarding

The arrangements for safeguarding are effective.

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

 The school’s curriculum does not always do enough to develop pupils’ skills in oracy and to develop their vocabulary. As a result, some pupils struggle to confidently explain what they know. This means they find it difficult to fully answer questions or explain their thinking as well as they should. The school should continue to prioritise the development of oracy throughout the curriculum to enable pupils to talk more confidently about their learning and wider development in a range of different contexts.

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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.

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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.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019. 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 2 and 3 October 2019, under section 5 of the Education Act 2005

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Information about this school

 A new chair of governors was appointed in September 2020.  The school does not make use of any alternative provision for pupils.

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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 inspector discussed the impact of the pandemic with the school and has taken this into account in her evaluation of the school.  The inspector held meetings with the headteacher and other members of staff. She also spoke with members of the governing body, including the chair of governors and a representative of the local authority.  The inspector visited a sample of lessons, spoke to pupils about their learning and looked at a sample of pupils’ work. 17 and 18 December 2024

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 To evaluate the effectiveness of safeguarding, the inspector: 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 inspector considered the views expressed by parents in their responses to Ofsted Parent View, including the free-text comments. She spoke with parents as they brought their children to school at the start of the school day.  The inspector also took account of the responses to Ofsted’s online questionnaires for staff and pupils.

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Inspection team

Pat Speed, lead inspector His Majesty’s 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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