Mossley CofE Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Mossley CofE Primary School Boundary Lane, Congleton, Cheshire CW12 3JA

p.1

Inspection dates: 14 and 15 January 2025

p.1

Outcome

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

p.1

Outcome

The headteacher of this school is Helen Harrison. This school is part of Mossley Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Helen Harrison, and overseen by a board of trustees, chaired by Jo Graham.

p.1

What is it like to attend this school?

Pupils are happy and proud to be a part of the Mossley ‘family’. They are polite and respectful towards each other, staff and visitors. Pupils take on responsibilities such as school councillors, digital leaders and subject ambassadors. These pupils extend the learning of others beyond the classroom by setting competitions in art and science.

p.1

What is it like to attend this school?

The school has high aspirations for pupils’ achievement. Pupils and staff alike share and demonstrate the school’s motto to ‘live out your best life’. Pupils enjoy learning and they are keen to share all that they know and can do. They take pride in the work that they produce and recognise the importance of trying their best. Pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

p.1

What is it like to attend this school?

There are many opportunities for pupils to broaden their horizons. Pupils enjoy trips abroad or to the theatre. The annual ‘MossFest’ on the school field is a joy for pupils and staff alike. Enrichment activities in sport, music and art develop pupils’ talents and interests. Pupils contribute to the local community through singing at the local care home or entering the ‘Congleton in Bloom’ wheelbarrow competition. Pupils have a voice, and they are keen to make a difference to their school and community. 14 and 15 January 2025

p.1

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

The curriculum is ambitious for all pupils, including those with SEND. The purposeful choices that the school has made about the curriculum means that pupils’ learning is relevant and engaging. The school has clearly set out what pupils should learn. This helps teachers to know what they should teach and when this should happen.

p.2

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

The school supports teachers to deliver the curriculum effectively. Nevertheless, some of the activity choices that teachers make for the younger pupils in school do not deepen their learning. In contrast, staff make appropriate adaptations to the delivery of the curriculum for pupils with SEND. They identify these pupils early and support them to learn well.

p.2

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

The school carefully checks what pupils know and can do. Typically, teachers identify and address pupils’ misconceptions as they arise. This enables pupils to build on their knowledge seamlessly. Teachers regularly revisit and recap the knowledge that they taught earlier in the year, or in the key stage. As a result, pupils know more and remember more over time and are well prepared for the next stage of their learning.

p.2

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

In the early years, there are high-quality interactions between staff and children. This helps children to build strong communication and language skills. As pupils progress through the school, they learn a wide range of subject-specific vocabulary. Pupils can talk confidently about their learning. For example, they were keen to share the reasons for the outbreak of the Second World War. However, some pupils do not consistently communicate well in writing. This is because teachers do not help pupils to write legibly or to spell as accurately as they could.

p.2

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

Pupils quickly learn to read. Staff deliver the phonics programme successfully. Those pupils who need additional help to learn to read receive timely support. Most older pupils read with accuracy and fluency. They enjoy talking about the stories that they have shared in class. The school has ensured that there is a diverse range of books on offer in the school library. Pupil ‘Reading Dragons’ recommend books and authors to younger pupils across school.

p.2

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

Children in the early years are very well behaved. They follow established routines and learn cooperatively alongside one another. Behaviour across the school is highly positive. Pupils follow the ‘Mossley Way’, where kindness and respect are key. Pupils attend school regularly. The school’s systems and procedures to maintain high rates of attendance are effective.

p.2

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

The school promotes pupils’ personal development well. Pupils learn about different families, what a respectful relationship is and how they can stay safe, fit and healthy. Pupils speak of having a trusted adult in school with who they can share any worries. Pupils are highly respectful of each other. They are tolerant and celebrate the differences that exist within the wider world in which they live. 14 and 15 January 2025

p.2

3

Staff feel valued. They are proud to work at the school. Staff appreciate school leaders’ support for their well-being. They also value their commitment to ongoing professional learning. Governors are highly effective. They maintain a clear focus on the quality of education provided by the school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a few subjects, some of the activities provided for pupils in the younger years do not deepen their learning. As a result, some pupils do not learn as well as they could. The school should ensure that teachers have the knowledge that they need to design activities that connect learning and help pupils to build up a deep body of knowledge.  Teachers do not build pupils’ foundational skills in writing as well as they could. This means that pupils do not communicate consistently well in writing across the curriculum. The school should ensure that pupils get sufficient opportunities to practise their transcription skills, such as spelling and handwriting, until they are fluent.

p.3

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 to be good for its overall effectiveness.

p.3

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.3

Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in September 2019. 14 and 15 January 2025

p.3

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, 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

p.4

School details

Dates of previous inspection 17 and 18 September 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 The school is the only member of Mossley Academy Trust.  This Church of England Primary school is part of the Diocese of Chester. The last section 48 inspection, for schools of a religious character, took place in November 2022. The school’s next section 48 inspection is due by the end of 2027.  The school runs a before- and after-school club for pupils.  The school does not currently make use of any alternative provision for pupils.  The headteacher and deputy headteacher are new to role since the previous inspection.

p.5

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

p.5

6

 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 that into account in her evaluation of the school.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector listened to some pupils read from Year 1 to Year 4.  The inspector spoke with the headteacher, other school leaders and members of staff.  The inspector met with representatives of the governing body, who also act as trustees of the school. This included the chair of governors who is also the chair of the trust. She also spoke with a representative of the local authority and the diocese.  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

p.6

6

the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector reviewed a range of documents, including records of governing body meetings, the school’s evaluation of its strengths and areas for improvement and documents relating to pupils’ behaviour and attendance.  The inspector met with leaders who are responsible for attendance, behaviour and pupils’ personal development.  The inspector spoke with groups of pupils about their experiences at school and observed their behaviour at lunchtime.  The inspector spoke with staff about their workload and well-being. She considered the views of staff shared through Ofsted’s online survey. There were no responses to Ofsted’s online pupil survey.  The inspector met with parents and carers at the start of the school day. She took account of the responses to Ofsted Parent View, including the free-text comments.

p.6

Inspection team

Sue Dymond, lead inspector His Majesty’s Inspector 14 and 15 January 2025

p.6

7

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.7

7

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.7

7

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.7

7

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

p.7

7

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

p.7