Moulton Chapel Primary School

Moulton Chapel Primary School

Address: Eaugate Road, Moulton Chapel, Spalding, Lincolnshire, PE12 0XJ Unique reference number (URN): 120417

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

Attendance and behaviour Strong standard

Leaders create a culture of high expectations of pupils' attendance. They check attendance carefully and use clear systems to spot patterns quickly. Leaders share this information with governors, who provide effective oversight. As a result, attendance is above national averages. Most pupils attend school regularly, including those with special educational needs and/or disabilities and those who are disadvantaged. Leaders work closely with families to support positive attendance. They communicate clear expectations and celebrate success. Staff act quickly when concerns arise. They use a mix of support and, when needed, take formal action. Leaders work well with external services to help pupils and families overcome any barriers they face. This work leads to sustained improvements for pupils.

p.2

Attendance and behaviour Strong standard

Pupils behave consistently well. Classrooms and shared areas are calm and orderly. Pupils show respect towards staff and to each other. They understand the school’s rules and know that staff apply them fairly. Staff deal with any rare incidents of poor behaviour, including bullying, quickly. Relationships across the school are warm and supportive. Pupils settle quickly and focus on their learning. They work well together at breaktimes and in lessons. Leaders monitor pupils' behaviour closely and act on any concerns. Pupils feel safe and know that staff take any worries they may have seriously.

p.2

Personal development and wellbeing Strong standard

Leaders provide a well-designed and carefully ordered programme that supports pupils’ personal development and wellbeing. Pupils enjoy a wide range of activities beyond the classroom. They attend a variety of clubs, take part in sports and join competitions, where pupils have experienced success both regionally and nationally. These experiences help pupils to build confidence, work well with others and feel proud of what they achieve.

p.2

Personal development and wellbeing Strong standard

Leaders make sure that all pupils can take part in the experiences that they provide. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged. Leaders use additional funding to facilitate some of the opportunities for disadvantaged pupils. Staff identify any barriers to participation and reduce them quickly. As a result, pupils join in fully and feel part of the school's community.

p.2

Personal development and wellbeing Strong standard

Pupils develop a clear understanding of important values. They have an impressive understanding of fundamental British values, equality and respect. Pupils talk confidently about differences between people. They know that many of these differences are protected in law to ensure that everyone is treated fairly. Pupils also learn how to stay safe, including when online. They know who to speak to if they have a worry.

p.2

Personal development and wellbeing Strong standard

Pupils have many opportunities to take on additional responsibilities and share their own views. For example, they take part in the school council. Pupils know that staff listen to them and take their ideas seriously. School councillors are particularly proud of their recent work to launch the new outdoor reading shed. They have also purchased a selection of dyslexia- friendly books. Staff encourage pupils to live healthy lifestyles. Pupils stay active and enjoy reading in their own time.

p.2

Expected standard

The wellbeing support that staff provide is a marked strength. Staff build robust relationships with pupils and their families. They notice when pupils need help and act quickly. Leaders work with external agencies when needed. As a result, pupils develop very well socially and emotionally.

p.3

Early years Expected standard

Leaders provide an early years setting where children settle quickly and feel safe and happy. Clear routines help children understand what to do. Children confidently take part in learning activities. The environments indoors and outdoors support children's learning through play and help them to develop physically. Children enjoy exploring and taking controlled risks.

p.3

Early years Expected standard

Leaders design a suitable curriculum for children in the Reception Year, including in the mixed-age class. Staff provide a balance of short adult-led sessions and opportunities for independent play. This helps children to stay engaged and build on what they already know and can do. Teaching is effective overall. Staff have secure subject knowledge and teach phonics and mathematics well. They check children’s understanding and help them to develop early reading and mathematics skills.

p.3

Early years Expected standard

Staff support children’s communication, language and social development well. They encourage children to talk, listen and work together. Staff support children with special educational needs and/or disabilities, those who are disadvantaged and those known to social care effectively so that they learn successfully. Children behave well because staff have high expectations. Children focus for sustained periods. However, the quality of spoken interactions between staff and children is not fully consistent. This means that children do not deepen their communication and language skills as well as they could.

p.3

Inclusion Expected standard

Leaders create a welcoming environment where all pupils feel included. Pupils build secure, positive relationships with staff. Staff know pupils well. This helps pupils, including those with special educational needs and/or disabilities (SEND), feel that they belong and take part in learning and wider activities. Staff support pupils with SEND in lessons through targeted help and adapted resources. This allows them to learn alongside their peers. Leaders work well with external professionals when needed, including for pupils known or previously known to social care.

p.3

Inclusion Expected standard

Leaders use additional funding for disadvantaged pupils carefully. They support these pupils both in their learning and in their wider experiences. These pupils take part in trips and residential visits, which helps them to grow in confidence and build new skills. Many disadvantaged pupils make the progress expected from their starting points, including those who join the school with gaps in their learning. Staff do not always check the impact of their support for disadvantaged pupils as effectively as they do for pupils with SEND. As a result,

p.3

Needs attention

while disadvantaged pupils fully take part in school life, their academic progress is less consistent.

p.4

Leadership and governance Expected standard

Leaders create a calm and caring school where pupils feel valued and supported. Staff share this vision. Leaders understand the school’s strengths and identify the right priorities. These include improving pupils' attainment and strengthening the curriculum and teaching. Leaders link these development areas to the training that they provide for staff. This helps staff to improve their practice, for example in early reading, mathematics and supporting pupils with special educational needs and/or disabilities (SEND).

p.4

Leadership and governance Expected standard

Leaders support inclusion well. They have clear systems to identify pupils with SEND and provide appropriate support. Staff receive regular training. Leaders check provision through visits and discussions and work with external agencies when needed. This helps most pupils to take part in learning and school life. Leaders have started to improve support for disadvantaged pupils, although their approaches are not precise enough, which means staff are not consistently aware of pupils' next steps in learning.

p.4

Leadership and governance Expected standard

Leaders have strengthened parts of the curriculum, especially early reading and mathematics. However, they do not ensure the same level of consistency in all subjects. Monitoring does not secure consistent practice in classrooms and across year groups, particularly in wider curriculum subjects. As a result, pupils’ experiences vary.

p.4

Leadership and governance Expected standard

Governors provide leaders with effective support and challenge. They understand the school’s priorities and check leaders’ work carefully. Governors fulfil their statutory duties effectively. Leaders engage well with parents and the community. Staff morale is positive because leaders are considerate of staff's workload and wellbeing. Staff value the professional development opportunities they have.

p.4

Achievement Needs attention

Pupils do not achieve as well as they should. Published information shows that pupils' attainment at the end of key stage 2 is below national averages in reading, writing and mathematics. This includes for disadvantaged pupils, whose attainment is also below national averages for similar pupils. Pupils are not as well prepared for their next stage of education as they should be.

p.4

Achievement Needs attention

Pupils repeat errors in spelling, punctuation and letter formation because staff do not address these gaps consistently well. In some subjects, pupils do not secure knowledge in a logical order. This hinders them from building on what they already know and can do. As a result, pupils struggle to remember important curriculum content, and gaps in their basic knowledge remain. Pupils learn more securely when teaching is most effective. In these lessons, pupils build essential knowledge and can explain what they have learned. Pupils successfully use their phonics knowledge to read unfamiliar words.

p.4

Curriculum and teaching Needs attention

Teaching is usually clear and organised. Teachers generally check pupils’ understanding and revisit earlier learning, especially in early reading and mathematics. Staff support pupils with special educational needs and/or disabilities so they can take part in lessons. However, the quality of the curriculum and teaching varies across subjects and year groups. In some subjects, curriculums are not well designed. Pupils do not have the opportunity to build secure knowledge in a logical order over time.

p.5

Curriculum and teaching Needs attention

At times, staff do not deliver the curriculum consistently well. The support that they provide for disadvantaged pupils is sometimes too general. Teachers do not always address pupils' errors in basic skills, so pupils repeat these mistakes. Staff do not consistently help pupils to improve their written work. As a result, pupils do not build their knowledge securely across the full curriculum.

p.5

Curriculum and teaching Needs attention

Leaders have designed a broad curriculum. More effective practice is evident in the teaching of reading and mathematics. In these subjects, teachers have secure subject knowledge and follow agreed teaching approaches. They use modelling, questioning and practical resources to help pupils understand new ideas. Staff encourage pupils to read for pleasure. They provide opportunities to support pupils’ wider development, such as using carefully selected texts that expose pupils to a range of different cultures.

p.5

What it's like to be a pupil at this school

Pupils are proud to be part of this welcoming school community, where relationships are warm and nurturing. They feel safe and well cared for. Pupils know that staff will help them if they have worries. Throughout the day, pupils benefit from calm routines and attentive staff, which helps them settle quickly and focus on learning. Behaviour is typically positive. Pupils are polite, friendly and respectful of one another. Staff quickly deal with any rare incidents of poor behaviour or unkindness.

p.5

What it's like to be a pupil at this school

Pupils enjoy coming to school and attend regularly. They enthusiastically take part in lessons and wider activities, including clubs, sports and residential visits. These opportunities help pupils to develop confidence and a sense of belonging. Pupils value the chance to contribute their views, for example through the school council. They know that staff value their opinions and take these on board. Pupils demonstrate an age-appropriate understanding of equality and respect. They talk confidently about how to stay safe, including when online.

p.5

What it's like to be a pupil at this school

Pupils, including those with special educational needs and/or disabilities, those who are disadvantaged and those known to social care, are included in all aspects of school life. Additional adults and resources help many pupils to stay focused and to access learning.

p.5

Team inspectors:

Shaun Carter, Ofsted Inspector Stacey Carr, His Majesty's Inspector Pupils enjoy learning, particularly when teaching is clear and engaging. They can talk about what they have learned. In the early years, children settle quickly, behave well and build secure early reading, communication and mathematics skills. Across the school, pupils develop their writing over time, but some continue to repeat basic errors in spelling, punctuation and letter formation. In some subjects, pupils do not build secure knowledge. This means that some pupils do not achieve as well as they should.

p.6

Next steps

Leaders should improve pupils’ attainment by the end of Year 6, with a particular focus on ensuring that disadvantaged pupils achieve as well as they should. Leaders should ensure that the curriculum is designed consistently well in all subjects and that staff implement the intended learning securely. Leaders should ensure that staff quickly address gaps and misconceptions in pupils' knowledge across the curriculum, including in spelling, handwriting and grammar.

p.6

About this inspection

The chair of the board of governors in this school is Hayley Twigger.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with pupils, staff, senior leaders, governors and a representative of the local authority during the inspection.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently uses no alternative provision.

p.6

About this inspection

The school has undergone a significant change since the last inspection. A new chair of governors has been appointed.

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2023/24 (final) 75% 72% Close to average

p.9

average

2022/23 (final) 75% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

average

2022/23 (final) 33% 44% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

average

2022/23 (final) 50% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

2022/23 (final) 33% 59% Below ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.14

national average

2023/24 (3 term) 5.2% 5.5% Close to average

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2024/25 (3 term) 11.9% 13.0% Close to average

p.14

national average

2022/23 (3 term) 15.4% 16.2% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

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.15

Urgent improvement

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.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15