Moat House Primary School

Inspection of Moat House Primary School Deedmore Road, Coventry, West Midlands CV2 1EQ

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Inspection dates: 14 and 15 January 2025

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Good 14 and 15 January 2025

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What is it like to attend this school?

Pupils at Moat House Primary are happy, safe and eager to learn. They try hard each day to live up to the school’s ‘hand’ values. Rigorous routines help pupils to settle quickly into their learning. Staff ensure that pupils make the most of their time in lessons to achieve well in most subjects.

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What is it like to attend this school?

Pupils behave exceptionally well in all aspects of school life. They demonstrate high levels of control and respect for others. Play leaders and well-being ambassadors support pupils to make sure everyone is included and happy. In lessons, pupils are highly motivated and persist in their learning. If pupils struggle, the school takes highly effective action to support them to succeed in their education.

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What is it like to attend this school?

Pupils value the wide range of clubs on offer to them, such as arts and crafts, cooking and gymnastics. Visits abroad, which include a football trip to France or an upcoming visit to China, develop pupils’ understanding of the world around them.

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

The school’s curriculum is ambitious for its pupils. The knowledge and skills that pupils need to know and remember are clearly sequenced. The curriculum is regularly reviewed so that pupils learn it well. Recent improvements to mathematics mean pupils learn and remember more. Older pupils use their prior knowledge of multiplication and division to solve more complex problems.

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

Teachers have the subject knowledge they need to teach the curriculum effectively. Rigorous checks on learning in lessons and over time highlight any gaps or misconceptions that exist. These are addressed quickly. Pupils are well supported to correct and improve their work. However, there are inconsistencies in the teaching of handwriting. On occasion, this hampers writing fluency and impacts on the presentation of some pupils’ work.

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

Early reading is a priority for the school. Knowledgeable staff teach early reading, including phonics, well. Pupils read regularly in school. They read books that match the sounds that they learn. Pupils enjoy talking about their favourite books and authors. Pupils who fall behind in their reading are quickly identified. They get highly effective support to catch up quickly, which they do. Pupils learn to read with the confidence and fluency expected for their age.

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

The school’s work to identify and support pupils with special educational needs and/or disabilities (SEND) is a strength. Strong relationships with external agencies, such as speech and language therapists, mean that pupils get the help they need to be successful in school. Pupils with SEND achieve well.

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

Children in the early years settle well into school routines. Staff work closely with parents to identify what children know and can do. Children learn about effective handwashing and oral hygiene. Communication and language are prioritised. However, there are 14 and 15 January 2025

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inconsistencies in some aspects of the early years curriculum. Pupils do not have enough opportunities to apply new learning when working independently. In addition, staff do not always support children well enough to develop an effective pencil grip. As a result, children do not consistently make the progress they could in some areas of learning.

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The school’s values are at the heart of the aspirational personal development offer for pupils. Pupils learn about different faiths, such as Christianity, Islam and Sikhism. They explore the significance of symbolism, such as the cross, to different faiths. Pupils enjoy finding out about different cultures through dress, story, dance and drama. All this helps them to respect difference.

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The ‘45 things to do before you leave Moat House’ offers a wide range of new experiences for pupils. Pupils enjoy camping overnight, taking part in an election, writing to the Prime Minister and hosting an art exhibition. They experience democracy and deepen their knowledge of the curriculum. Digital leaders and school councillors proudly undertake their roles. They also learn important leadership and teamwork skills. The school makes sure all pupils benefit from this rich offer. Pupils are well equipped for life in modern Britain.

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The school does all it can to work with pupils and their families to overcome barriers to non-attendance. This relentless work is rigorous and highly effective. As a result, more pupils attend regularly and on time.

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Leaders, including governors, are ambitious for all pupils. They evaluate and review the school’s work and set the right priorities for the school. Governors hold the headteacher to account effectively for the performance of the school. Staff are highly positive about the support they receive from leaders to manage their workload and well-being. They feel valued and listened to.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 There is variability in how handwriting is taught across the school. Poor letter formation, orientation and an inconsistent style hamper writing fluency and impact on the presentation of some pupils’ work. The school should review its approach to teaching handwriting and ensure staff consistently teach handwriting effectively so that pupils’ writing fluency and the presentation of their work improves.  Children in the early years do not have sufficient opportunities to practise and apply new learning when working independently in some areas of learning. This hampers the progress they make across some areas of learning. The school should ensure that all 14 and 15 January 2025

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staff know how to deliver the early years curriculum effectively so that children in the early years consistently learn the curriculum well.

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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). 14 and 15 January 2025

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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 2019, under section 5 of the Education Act 2005

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Information about this school

 The school uses one registered alternative provision.  The school provides a before-school club for its pupils.  The school currently provides a ‘bulge class’ in Year 3 in partnership with the local authority to accommodate higher pupil numbers in the area.

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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. 14 and 15 January 2025

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 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  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 informal times of the day as part of their evaluation of safeguarding and pupils’ behaviour.  The inspectors held meetings with the headteacher and other senior leaders. The lead inspector met with governors and held a telephone conversation with a local authority

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representative. The inspectors also talked to pupils, staff and parents to gather information about school life.  The inspectors considered responses to Ofsted Parent View and the free-text comments. The inspectors also considered the responses to Ofsted’s staff survey.

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Inspection team

Lorraine Lord, lead inspector Ofsted Inspector

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Inspection team

Linda Brown Ofsted Inspector 14 and 15 January 2025

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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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