Moorfield Learning Centre

Inspection of Moorfield Learning Centre Moorfield Street, Barrow in Furness, Cumbria LA13 9RS

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

The school has established an ambitious curriculum for pupils to study. From their different starting points, pupils achieve well. Often the curriculum significantly deepens pupils’ experiences and knowledge. For example, pupils study a very ambitious music curriculum, learning to play and record instruments together. Pupils leave the school with aspiration for their next steps. They are confident and ready to lead independent lives.

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What is it like to attend this school?

Most pupils who attend this school have missed significant periods of their education. They receive a fresh start at Moorfield Learning Centre. Staff create a caring environment and a curriculum that inspires pupils. This helps pupils re- engage with learning. Pupils enjoy attending school again. Attendance for most pupils is very high. Where it is not, leaders take impactful action to support pupils and families.

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What is it like to attend this school?

Pupils’ behaviour is impressive. Staff build relationships with pupils that help them to settle into school life. Pupils focus on their learning without disruption. The example that adults set inspires pupils to manage their own behaviour well. For example, at lunchtime pupils chat happily together. They look after each other, whether adults are present or not. The culture that leaders have created supports pupils in their relationships and independence.

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better?

The school has set a vision for pupils to become confident, resilient and ready for their future lives. This vision is realised in practice. For example, in personal, social, health and economic education, the school has carefully considered the areas for pupils to study. This equips pupils to be ready for their future lives. The curriculum inspires pupils to become confident learners. For example, they develop high levels of skill in art and design and music. Pupils learn the knowledge and skills that they need in English and mathematics. The skills that pupils acquire during their time at the school prepare them well for their future lives. For example, many achieve qualifications in these subjects and all pupils secure their future education at local colleges.

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better?

Pupils have many gaps in their learning due to interrupted attendance at, or exclusion from, their previous schools. Most pupils have an education, health and care (EHC) plan to support their special educational needs and/or disabilities (SEND). Teachers skilfully adapt current learning to meet the needs that pupils have. For example, in mathematics, staff accurately identify and address missed learning. As a result, pupils develop the foundational mathematics knowledge that they need. However, in some other subjects, the school has not identified precisely enough the important knowledge that pupils need to learn. This makes it more difficult for staff to know what to teach and when. When this is the case, pupils do not learn the most important knowledge that they need to acquire. 25 to 27 March 2025 Many pupils join the school lacking confidence in their reading. The school supports the majority of pupils to develop a rich understanding of the books and stories they

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better?

read. This helps pupils to access the curriculum in other subjects. However, the strategies to support those pupils who are at the earliest stages of reading are yet to become embedded. The school has yet to ensure that staff have the knowledge and expertise to teach phonics knowledge as intended. This means that these pupils are not well supported to become confident and fluent readers as quickly as they could.

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better?

Staff use highly successful strategies to encourage pupils to behave well and attend school regularly. Pupils learn to manage their own behaviour exceptionally well. They make extraordinary gains in their attendance. Pupils’ attitudes to learning improve dramatically during their time at the school.

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better?

Pupils’ personal development is a high priority. Staff provide a diverse range of opportunities for pupils. These help pupils to build confidence, develop independence and experience the wider world. The school encourages pupils to consider the matters that affect them, for example how to stay safe online or the wider dangers that they might face, such as crime and exploitation. In addition, pupils learn about healthy relationships and age-appropriate information about sexual health. This prepares pupils well for their future lives.

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better?

Pupils receive an effective and impartial careers information, education, advice and guidance programme. They benefit from visiting local industries and colleges to find out about courses and future careers. Pupils receive precise support to develop a personal careers pathway. Pupils are aspirational about their next steps. They know what they want to do and how to get there.

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better?

The proprietor has appointed leaders with the required expertise to ensure that the independent school standards (the standards) are consistently met. Policies, including a safeguarding policy that meets current statutory requirements, are available to parents and carers on the school’s website. The proprietor has ensured that the school meets the requirements of schedule 10 of the Equality Act 2010.

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better?

The school has ensured that the education it provides has a positive impact on pupils. The proprietor is fully involved in the life of the school and knows the school well. It has a clear oversight of the school’s strengths and weaknesses.

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better?

The school meets the health and safety and premises requirements. The building is maintained to a high standard and teaching spaces are bright, clean and well resourced. There is a safe outdoor area that pupils can spend time in at breaktimes.

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Safeguarding

The arrangements for safeguarding are effective. 25 to 27 March 2025

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(Information for the school and proprietor)

 The school has not ensured that the knowledge selected for pupils to learn is as clearly identified as it could be. This makes it more difficult for teachers to know what to teach and when. Sometimes, pupils do not learn the most important things that they need to know. The school should make sure that important knowledge is clearly identified and taught.  The support for pupils at the earlier stages of learning to read is not as precise as it could be. As a result, a small number of pupils do not secure phonics knowledge or fluency well enough. The school should make sure that its approaches to teaching pupils to read fluently are improved so that pupils are able to secure this knowledge.

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How can I feed back my views?

or to 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. 25 to 27 March 2025

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School details

Unique reference number 145465 DfE registration number 943/6009

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School details

Inspection number 10342135 Type of school Other independent school

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School details

Email address headteacher@moorfieldlearningcentre.com

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School details

Date of previous inspection 7 to 9 December 2021 25 to 27 March 2025

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Information about this school

 The previous standard inspection took place on 7 to 9 December 2021. Since the previous inspection, the Department for Education (DfE) commissioned a material change inspection to increase the age range of pupils from 11 to 18 to five to 18 and to increase the number of pupils. The material change inspection took place as part of this standard inspection.  The school is located at Moorfield Street, Barrow LA13 9RS.  The school operates two other sites. The secondary hub is located at Moorfield Outreach Hub, 121 Rawlinson Street, Barrow in Furness, Cumbria LA14 2DN. The primary hub is located at Moorfield Primary Hub, Schneider Road, Barrow in Furness, Cumbria LA14 5DP. These sites offer education for pupils that are dual registered with their home school. Pupils receive no more than 16.5 hours per week of their education at these sites.  The school is registered to admit up to 12 pupils. A small number of pupils choose

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Information about this school

to stay in the post-16 provision to complete their study programmes, particularly if they have previously missed significant periods of schooling.  The school caters for pupils with a range of SEND. Most pupils have been out of education for extended periods. Most pupils at this school have an EHC plan.  The school currently uses one unregistered provider of alternative provision.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic and have taken this into account in their evaluation of the school.  Inspectors met with the chair of the proprietor body, the headteacher and members of staff.  Inspectors carried out deep dives in these subjects: English, mathematics and music. Inspectors also considered the school’s personal, social and health education. For each deep dive, inspectors met with subject leaders, considered the curriculum plans, visited a sample of lessons, spoke to staff, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also talked to leaders, staff and pupils about some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and

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Information about this inspection

25 to 27 March 2025 considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  During the inspection, inspectors reviewed a range of documents, including those relating to safeguarding and the standards. They also looked at records of pupils’ behaviour and attendance.  As part of their checks on the standards, the lead inspector made a tour of the school premises.  Inspectors considered the responses to Ofsted’s online survey for staff and the responses to Ofsted Parent View, including the free-text comments. They also spoke to pupils about their experiences of school.

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pupils

The school has applied to the Department for Education (DfE) to make a ‘material change’ to its registration. At the DfE’s request, we checked whether the school is likely to meet the relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.

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pupils

 The outcome of this part of the inspection is: likely to meet the relevant

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Part 1. Quality of education provided

Paragraphs 2(1)(a) to 2(1)(b)(ii)  The school has made suitable arrangements to implement a curriculum, supported by an appropriate policy that meets the age range of pupils that the school serves. This is supported by suitable schemes of work and promotes fundamental British values. These are woven throughout the curriculum and form part of the extra-curricular activities that pupils undertake. The curriculum is suitable in meeting the needs of younger pupils if the age range is extended to five to 18. Paragraphs 2(2)(a) and 2(2)(b)  The school has ensured that pupils study the range of subjects identified in the standards. The curriculum extends beyond these standards and reflects the national curriculum in scope and breadth. Pupils develop appropriate mathematical and linguistic skills. The curriculum for mathematics and linguistic skills is suitable in meeting the needs of younger pupils if the age range is

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Part 1. Quality of education provided

extended to five to 18. Paragraphs 2(2)(d)(i) and 2(2)(d)(ii)  The school provides a comprehensive personal, social, health and economic education through a well-constructed scheme of work and deliberately planned visits that widen pupils’ experiences significantly. The school ensures that this work encourages pupils to show respect for other people. Pupils live this out in 25 to 27 March 2025 their daily interactions with each other. This curriculum is suitable for younger pupils should the material change be approved. Paragraphs 2(2)(e) to 2(2)(e)(iii) and 2(2)(h) and 2(2)(i)  Pupils experience a wide range of careers information, visits and wider support. This includes visits to local industries and colleges. Pupils currently in the school each have a bespoke pathway to support them with their next steps. The school works closely with the local authority and other providers to make sure that pupils

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Part 1. Quality of education provided

know exactly what they need to do to secure their preferred choices when leaving the school. Pupils make strong progress from their starting points and are ready for their future lives. Paragraphs 2A(1)(a) to 2A(2)  Pupils receive an appropriate sex and relationships education. The policy makes clear parents’ right of withdrawal. The school has made sure this is age appropriate and suitable for younger pupils should the material change be approved. Paragraphs 3(a) to 3(j) and 4  Teachers have appropriate subject knowledge for the subjects that they teach. Pupils make good progress according to their ability and aptitude. Where the curriculum needs to be adapted, for example to meet the needs of pupils with EHC plans, these adaptations are effective and allow pupils to make significant progress. Lessons are calm and purposeful. Pupils attend to their learning well and staff apply the school’s expectations about pupils’ behaviour consistently. The

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Part 1. Quality of education provided

school regularly assesses pupils’ progress against the curriculum that they are studying. These assessments accurately highlight any gaps in pupils’ knowledge and the school takes effective action to address these gaps.  The standards in this part are likely to be met if the request for the material change is approved.

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Part 2. Spiritual, moral, social and cultural development of pupils

Paragraphs 5(a) and 5(b), 5(b)(i) to 5(b)(vii) and 5(c), 5(d) and 5(d)(i) to 5(d)(iii)  The school has a programme of spiritual, moral, social and cultural development for pupils that promotes British values and develops pupils’ self-esteem and confidence. Pupils are taught explicitly to take responsibility for their behaviour and how to regulate their own behaviour effectively. They contribute positively to their school and community, for example by clearing litter from the local area. The school promotes pupils’ understanding of different faiths and beliefs. Pupils demonstrate deep respect for each other and those around them when in school.  The standards in this part are likely to be met if the request for the material change is approved.

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Part 3. Welfare, health and safety of pupils

Paragraphs 7(a) and (b), 11, 12, 14, and 16 (a) and (b)  The school has made suitable arrangements to safeguard and promote the welfare of pupils. These arrangements pay due regard to current statutory guidance. Staff are well-trained to identify and report any safeguarding risks. Safeguarding leaders have appropriate knowledge and expertise to fulfil their 25 to 27 March 2025 roles effectively. Safeguarding records are detailed. The school takes appropriate action when concerns are raised.  The school has robust procedures in place to ensure that health and safety laws are complied with. Routine checks are carried out to ensure that the school complies with the requirements of the Regulatory Reform (Fire Safety) Order 2005. For example, fire safety equipment is in good working order. The school sites are safe and secure. These arrangements are suitable to accommodate the proposed increase in the number of pupils on roll, should it increase.

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Part 3. Welfare, health and safety of pupils

 The school has ensured that pupils are appropriately supervised. There are sufficient staff to ensure that an increased number of pupils would be properly supervised should the material change be approved.  A written risk assessment policy is in place. A range of risk assessments show that the school takes appropriate action to reduce any identified risks to pupils. These are appropriate should the number on roll be increased.  The standards in this part are likely to be met if the request for the material change is approved.

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Part 4. Suitability of staff, supply staff, and proprietors

 The school’s single central record is compliant and contains all the necessary checks and information. The school carries out appropriate checks on the suitability of new staff. The school also gains the requisite assurances when supply staff and third parties are used. The school has ensured that all members of the new proprietor body have the necessary checks for the positions that they hold.  The standards in this part are likely to be met if the request for the material change is approved.

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Part 5. Premises of and accommodation at schools

 The school’s premises are well maintained. The school sites cater effectively for the proposed increase in the number and age range of pupils should the material change be approved. Classrooms are tidy and furnished appropriately. Equipment is kept in good condition. All areas of the school, including toilet and shower facilities, are kept clean. There is suitable changing accommodation for pupils to use. There is an adequate supply of hot and cold water. Drinking water is clearly labelled and available for pupils throughout the day.  There are appropriate spaces, both indoors and outdoors, for pupils to socialise in. These areas are well maintained. The school grounds provide sufficient outdoor space for pupils and will easily accommodate the proposed increase in pupil numbers.  There is a dedicated space to respond to any short-term medical needs of pupils.  The standards in this part are likely to be met if the request for the material

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Part 8. Quality of leadership in and management of schools

 The proprietor has the knowledge to ensure that the school meets all of the standards. It has the experience required to carry out its role successfully and to 25 to 27 March 2025 accommodate the material change requested. It is committed to providing a high quality of education for pupils and actively promotes the well-being of pupils.  The standards in this part are likely to be met if the request for the material change is approved.

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Inspection team

Jen Sloan, lead inspector His Majesty’s Inspector

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Inspection team

Stuart Perkins His Majesty’s Inspector 25 to 27 March 2025 to 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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