Schools & FE · Report card

Moreton Morrell CofE Primary School

Inspected 21 Apr 2026 · published 13 May 2026 · URN 148955

Original PDF ↗

Summary

No overall grade in this frameworkSafeguarding met

Emma Titchener (lead), Lynda Townsend

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
21 Apr 2026
Inspectors verified
Emma Titchener, Lynda Townsend
Postcode verified
CV35 9AN
Name on report verified
Moreton Morrell CofE Primary School
Safeguarding verified
Met
URN verified
148955

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+68Positivemore positive than 40% of reports of this type

In line with other reports of this type.

Praisehigh expectationssuccessfullypositiveeffectivelyeffectivehigh-qualityconsistentlyfeel safe

Criticismnot consistentlygapsconcernstoo oftenconcernnot securenot always

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1497w+70
Leadership193w+55
Safeguarding51w−11
What needs to improve46w+60

Strengths

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Concerns

Quoted from the report. Tap to see it on the page.

However, this practice is not consistently used by staff to revisit pupils' learning that is not secure. p.2

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance31
“Leaders have set high expectations for how pupils should behave.” p.2
Curriculum26
“Leaders maintain high expectations for vulnerable pupils so that they can access a broad curriculum.” p.3
Teaching & assessment11
“Leaders should ensure that subject leaders make a consistently positive contribution to curriculum and teaching improvements.” p.6
Progress & outcomes9
“Staff maintain high expectations of what children can achieve.” p.3
Behaviour8
“Leaders have set high expectations for how pupils should behave.” p.2
Maths7
“This work is successfully supporting improvements in the quality of mathematics teaching.” p.3
Reading & phonics6
“Phonics is taught effectively.” p.2
Personal development6
“Pupils also learn about potential careers through visits to a local agriculture college and by engaging in careers projects.” p.5

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,787; about usual (typical 1698)
Reading level: Hard; Flesch 42, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 12%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 7%Safeguarding 2%What needs to improve 2%About the inspection 36%

Full report text

Moreton Morrell CofE Primary School

Address: Moreton Morrell, Warwick, Warwickshire, CV35 9AN Unique reference number (URN): 148955

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Overall, most pupils are ready for the next stage in their education. Typically, pupils learn the knowledge and skills they need across the whole curriculum. The work they produce is generally of an appropriate standard.

p.2

Achievement Expected standard

Most pupils achieve well from their starting points. In some subjects, attainment and progress are not in line with national averages. This is partly due to very small cohorts of pupils and historic underachievement in some subjects.

p.2

Achievement Expected standard

Leaders prioritise making sure that pupils secure basic knowledge in reading, writing and mathematics. Most pupils develop this basic knowledge and skills successfully. Staff make sure that most gaps in pupils’ basic knowledge and skills are closing quickly.

p.2

Achievement Expected standard

Pupils with special educational needs and/or disabilities, pupils who are disadvantaged and those known or previously known to social care make suitable progress from their starting points. Most of these pupils develop appropriate knowledge and skills across the whole curriculum. Most gaps in their knowledge and skills are closing quickly.

p.2

Attendance and behaviour Expected standard

From the start of the school day, children settle into routines quickly. The environment is calm and safe. Leaders have set high expectations for how pupils should behave. Staff uphold these high expectations, and pupils understand them. In lessons, most pupils listen and concentrate well. Caring and respectful relationships between staff and pupils and between pupils exist. Staff occasionally need to provide some pupils with helpful reminders about behaviour expectations during lessons. Pupils respond to these reminders appropriately. During lunchtimes and play times, pupils behave very well. They know that staff will deal with any problems that arise, such as unkind behaviour, although this is incredibly rare.

p.2

Attendance and behaviour Expected standard

Attendance rates are high. Pupils take pleasure in attending school and value the praise they are given for this. Leaders’ approach to maintaining and improving attendance works well. Pupils who experience challenges with attending regularly are given extra help and guidance. When pupils are absent too often, leaders respond quickly to tackle the issue. Leaders know each pupil and their individual circumstances well. They work with families and form positive relationships so that attendance becomes a point of pride rather than a concern.

p.2

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. Since the previous inspection, leaders have designed and implemented a new curriculum for each subject. It is suitable and clearly sequenced so that pupils build knowledge over time. Leaders have identified that aspects of the handwriting curriculum need further refinement and have appropriate plans in place to make sure that handwriting is taught effectively. Pupils in the early stages of learning to read receive daily phonics teaching. Phonics is taught effectively. Where pupils have not secured basic knowledge and skills in reading, spelling, handwriting and/or mathematics, extra support helps them to keep up with their peers. Leaders use assessment information to check pupils’ learning. However, this practice is not consistently used by staff to revisit pupils' learning that is not secure.

p.2

Curriculum and teaching Expected standard

Leaders ensure that staff have the knowledge and skills needed to teach the full curriculum, including through professional learning in adaptive teaching strategies. Teaching across the curriculum is generally effective. Leaders have previously identified improvements to how mathematics is taught. This work is successfully supporting improvements in the quality of mathematics teaching.

p.3

Early years Expected standard

The early years curriculum is thoughtfully designed. The curriculum sets out clear learning intentions for children to meet at each age and stage. This supports staff in directing activities towards what every child should be learning. Children learn in a stimulating environment. Staff interact with children and ask thoughtful questions. However, high-quality discussions are not consistently expanded on.

p.3

Early years Expected standard

Leaders ensure that the pre-school curriculum prepares children well for their next stage, and this is having a positive impact. For example, children develop their fine motor skills through manipulating small objects by pegging washing on a washing line. In Reception Class, children learn about life cycles and have recently watched chicks hatch. This prepares them well for learning in Year 1 about the wider world.

p.3

Early years Expected standard

Staff maintain high expectations of what children can achieve. Generally, children respond positively to these expectations, demonstrating enjoyment and engagement with learning activities. They move successfully through the curriculum and build secure understanding across each area of learning. Reading and phonics are prioritised, alongside mathematics. Most children are well prepared for Year 1.

p.3

Early years Expected standard

Staff work closely with parents to support children's transition into school and on to the next stage of their education.

p.3

Inclusion Expected standard

Leaders identify pupils' needs swiftly and accurately, including disadvantaged pupils, pupils with special educational needs and/or disabilities (SEND) and those known or previously known to social care. Information is shared appropriately so that support is timely, proportionate and reviewed regularly.

p.3

Inclusion Expected standard

Leaders maintain high expectations for vulnerable pupils so that they can access a broad curriculum. They ensure that staff know how to support pupils with SEND. Staff use classroom adaptations and targeted support. This support typically reduces barriers to learning and enables pupils to positively engage in learning. Leaders monitor the impact of support and adjust provision where needed. They seek and follow specialist advice to ensure that extra support is well matched to pupils' needs. As a result, pupils’ needs are met and they access learning successfully. Leaders understand pupils' needs and use this knowledge to prioritise support. The pupil premium strategy identifies specific barriers and matches actions to address them. Staff understand the strategy and implement it through targeted interventions appropriately. Pastoral support leaders routinely review the impact of these strategies to refine provision

p.3

Inclusion Expected standard

Alternative provision is commissioned appropriately and matched to pupils' needs. Leaders use clear decision-making and agree intended outcomes with families and professionals.

p.4

Leadership and governance Expected standard

Leaders have an accurate understanding of the school's strengths and areas for development. They act swiftly on identified priorities, such as with the curriculum and teaching of mathematics. This has led to clear improvements, including to the curriculum and teaching. Leaders ensure that improvement work is focused and purposeful.

p.4

Leadership and governance Expected standard

Subject leaders have made appropriate checks on the quality of the curriculum and its implementation. For some aspects of the curriculum, this practice is not consistently supporting improvements to teaching.

p.4

Leadership and governance Expected standard

Staff professional learning is closely aligned to school priorities. Staff collaborate well with colleagues in school and across the trust, sharing effective practice and supporting each other. Leaders promote a culture of reflection, enabling staff to refine and improve aspects of teaching and assessment. Leaders are mindful of staff workload and wellbeing. This is well managed and supported.

p.4

Leadership and governance Expected standard

Trustees and members of the local governing committee (LGC) have a very clear understanding of the school's context. They understand their roles and responsibilities and enact these effectively. Trustees and members of the LGC support leaders while holding them to account fully.

p.4

Leadership and governance Expected standard

Leaders work effectively with parents and other stakeholders who value the school’s caring approach.

p.4

Personal development and wellbeing Expected standard

The personal development programme, including what pupils are taught in personal, social and health education (PSHE) and relationships and health education, is appropriate. It ensures pupils understand the importance of being kind to others and how different families function. Pupils learn how to stay safe and healthy, online and offline. They identify local risks and discover the importance of a balanced diet. The PSHE curriculum helps pupils to appreciate diversity and the important values that support their school and wider society. Pupils are developing their knowledge of the taught personal development programme and do not have a detailed knowledge at this stage.

p.4

Personal development and wellbeing Expected standard

Pupils learn about life in modern Britain. They understand what fundamental British values are and enact these well. Pastoral support is effective at supporting pupils’ wellbeing successfully. Pupils have the opportunity to take on a leadership responsibility, such as play ranger, Fosse follower and sports advocate. They are beginning to have a positive impact on their school community through these roles. Pupils are encouraged to help in the local community, for example by developing a ‘pocket park’ in the local area to develop the natural environment and wildlife.

p.4

Personal development and wellbeing Expected standard

Pupils can take part in a range of inclusive extra-curricular activities, such as multi-sports, choir and football club. They can learn to play an instrument, such as the ukulele. Pupils perform in concerts and performances.

p.5

Personal development and wellbeing Expected standard

Pupils value the educational trips they participate in, such as to museums and places of historical importance. These help pupils to learn more about the natural environment, historical periods and local issues. Older pupils visit a local agricultural college to learn about potential careers.

p.5