Schools & FE · Report card

Moorlands Primary School

Inspected 23 Jun 2026 · published 9 Sept 2026 · URN 103908

Original PDF ↗

Summary

No overall grade in this frameworkSafeguarding met

Catherine Young (lead), Anne Potter, Gary Richards

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Needs attention
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
Strong standard
Framework verified
Report card
Inspection datesingle source
23 Jun 2026
Inspectors verified
Anne Potter, Catherine Young, Gary Richards
Postcode verified
B71 2NZ
Name on report verified
Moorlands Primary School
Safeguarding verified
Met
URN verified
103908

Page 1 of 16

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourNeeds attention
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

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

+60Positivemore positive than 30% of reports of this type

In line with other reports of this type.

Praisepositiveclearenjoyeffectiveeffectivelyvery effectivefeel safeconsistent

Criticismconcernsnot alwaysgapsnot yetpoortoo lowbelowpersistently absent

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

Findings1608w+61
Leadership217w+57
Safeguarding51w−11
What needs to improve69w+39

Strengths

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

Concerns

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

No strong criticism found.

Next steps

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

What the report dwells on

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

Leadership & governance22
“Leaders have designed a clear and well-sequenced curriculum.” p.3
Progress & outcomes12
“However, pupils’ work in lessons and over time shows that they achieve well from their starting points and are well prepared for the next stage of their learning.” p.2
Behaviour11
“Staff deal with any bullying or poor behaviour quickly, which helps them feel secure.” p.5
SEND & inclusion10
“They lead safeguarding, inclusion and the curriculum well, with clear systems and consistent expectations.” p.4
Curriculum10
“Leaders have designed a clear and well-sequenced curriculum.” p.3
Attendance10
“Attendance remains too low for some pupils who miss school regularly.” p.5
Teaching & assessment9
“Teachers deliver this curriculum consistently well.” p.3
Reading & phonics8
“Pupils who find reading more difficult receive effective support and improve over time.” p.2

Anatomy of the report

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

Pages: 16
Words of findings: 1,945; about usual (typical 1698)
Reading level: Hard; Flesch 45, typical 43
Average sentence: 14 words
Next steps: 3; typical 3
Hedged sentences: 6%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 7%Safeguarding 2%What needs to improve 2%About the inspection 34%

Full report text

Moorlands Primary School

Address: Winchester Road, West Bromwich, West Midlands, B71 2NZ Unique reference number (URN): 103908

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

Personal development and wellbeing Strong standard

The school places a clear focus on pupils’ personal development and wellbeing. Staff use a clear and consistent approach to help pupils understand and manage their feelings. Pupils identify their emotions accurately, and staff provide effective strategies that support them well. This support helps pupils regulate their behaviour and build resilience over time. Pupils demonstrate a deep understanding of difference, and they show empathy and kindness towards others. The school promotes cultural awareness through a wide range of experiences, and pupils develop a secure understanding of diversity as a result.

p.2

Personal development and wellbeing Strong standard

The school offers many opportunities beyond the classroom. Leaders ensure that all pupils take part in a broad range of clubs, trips and activities, including outdoor learning, gardening, cooking, sports and musical enrichment. Staff support disadvantaged pupils carefully so they can participate fully in every opportunity. Pupils speak with enthusiasm about these experiences and explain how they deepen their learning and broaden their understanding of the world. The school prepares pupils very well for life in modern Britain and for their future steps.

p.2

Personal development and wellbeing Strong standard

Leadership roles, such as school council members, house captains and peacemakers, help pupils develop responsibility and confidence. Pupils carry out these roles with care, take pride in their work and make a positive contribution to the school community.

p.2

Personal development and wellbeing Strong standard

The curriculum is meticulously planned to support pupils' development. It includes personal, social and health education as well as relationships and sex education. Pupils show a deep understanding of topics such as sustainability, financial responsibility, healthy living and online safety. They behave politely and interact in a friendly and welcoming way. Pupils speak positively about their school experience and value the support they receive. Staff build calm environments and positive relationships, which support pupils’ wellbeing. Staff provide very effective pastoral support. They build positive relationships and create a calm environment where pupils feel supported.

p.2

Achievement Expected standard

Pupils achieve well across a range of subjects. They build knowledge and skills over time and apply their learning with increasing confidence. In lessons, their work and discussion show that they remember what they have learned and use it well. Across subjects, pupils present their work carefully and draw on secure foundational knowledge in reading, writing and mathematics to support their learning in other subjects.

p.2

Achievement Expected standard

Pupils develop the basic skills they need in reading, writing and mathematics. They write for different purposes and read with confidence. Pupils who find reading more difficult receive effective support and improve over time. Pupils, including those with special educational needs and/or disabilities, make progress from their starting points. Staff identify gaps in pupils’ knowledge and provide support to help them catch up. Published outcomes are slightly below national figures in some areas. This reflects the high number of pupils who need additional support with their learning. However, pupils’ work in lessons and over time shows that they achieve well from their starting points and are well prepared for the next stage of their learning.

p.2

Curriculum and teaching Expected standard

Leaders have designed a clear and well-sequenced curriculum. They make sure pupils build knowledge and skills step by step across subjects. Teachers deliver this curriculum consistently well. They explain new learning clearly and link it to what pupils already know. They use a range of strategies to help pupils recall their prior learning. This supports pupils to build knowledge and understanding over time.

p.3

Curriculum and teaching Expected standard

In lessons, most teachers check pupils’ understanding through questioning and short tasks. They identify gaps and provide support to address them. Pupils respond well to this approach and develop confidence in their learning.

p.3

Curriculum and teaching Expected standard

Teachers adapt teaching so all pupils can access the curriculum, including those with special educational needs and/or disabilities (SEND). Staff provide focused support for pupils who may have fallen behind with their learning. Typically, this helps pupils to catch up. Pupils with SEND take part in the same learning as others.

p.3

Curriculum and teaching Expected standard

In early reading, staff use assessment information to guide teaching and provide extra support when needed. This helps pupils develop secure reading skills. Teaching supports steady progress. However, staff do not always address misunderstandings quickly enough, which can limit learning in some lessons.

p.3

Early years Expected standard

Leaders have a clear understanding of the strengths and areas for development in the early years. They ensure that the curriculum and experiences in the 'Little Learners' provision for 2- and 3-year-olds prepares children well as they move into Reception Year. Staff build positive relationships with children and families from the start. They identify needs early and provide support, especially for communication and language. The environment is nurturing, and routines help children settle quickly. Staff support children’s personal development and wellbeing, and leaders ensure that all welfare requirements are met. They use consistent approaches and communicate well with parents and carers.

p.3

Early years Expected standard

The curriculum is well planned and supports children’s development across key areas of learning. Staff teach early reading, mathematics and writing clearly and help children develop vocabulary and understanding. Children enjoy a range of stories, songs and rhymes and take part in interesting activities. They follow routines and show positive attitudes to learning. They engage well in activities and begin to develop their independence and confidence. Staff provide clear guidance during direct teaching, and the learning environment offers a range of activities for children to engage with independently. Children show interest and concentration. However, adults do not always use these opportunities to interact and extend learning further. However, overall, children develop key skills and are ready for the next stage of learning.

p.3

Inclusion Expected standard

Leaders place inclusion at the centre of the school’s work. Staff identify pupils’ needs early, especially when they join the school, and put support in place quickly. Plans are clear and informative. This helps pupils and parents and carers understand the support provided.

p.4

Inclusion Expected standard

Teachers adapt learning so that all pupils can take part in lessons. They use practical strategies, including visual aids, structured tasks and careful grouping, to help pupils stay engaged and learn alongside their peers. Staff provide additional support when needed, including individual help. They check pupils’ progress regularly and adjust support accordingly. Leaders work closely with external services to strengthen provision for pupils with special educational needs and/or disabilities (SEND). As a result, pupils with SEND improve key skills, such as reading and communication.

p.4

Inclusion Expected standard

Leaders use additional funding effectively to support pupils who are disadvantaged. This helps to improve their learning and attendance and enables them to access trips and clubs. As a result, these pupils are fully included in school life.

p.4

Inclusion Expected standard

Pupils known, or previously known, to social care receive effective support. Staff work well with external services and parents to make sure these pupils get the help they need. Overall, pupils with a range of needs are supported well. They take part fully in school life and make progress from their starting points.

p.4

Leadership and governance Expected standard

There is a shared deep commitment to ensuring that all pupils are included and supported well in all aspects of school life. Leaders have a clear and accurate understanding of the school. They identify key priorities and take suitable action to improve outcomes for pupils. They lead safeguarding, inclusion and the curriculum well, with clear systems and consistent expectations. Leaders support staff through regular training, guidance and opportunities to work with other schools, which helps maintain consistent teaching and expectations across the school. They manage resources carefully, including funding for disadvantaged pupils and those with special educational needs and/or disabilities so that it makes a difference and supports pupils to learn well alongside their peers and engage in all aspects of school life. Leaders check the impact of spending carefully and make changes when needed.

p.4

Leadership and governance Expected standard

Most staff feel positive about their workload and wellbeing, and leaders monitor this regularly. Parents and carers mostly express positive views about the school. They value clear communication and find staff approachable. Leaders recognise that a small number of concerns remain and continue to address these.

p.4

Leadership and governance Expected standard

Governance is effective. Governors provide clear oversight and maintain a clear focus on school priorities, including attendance and statutory duties. They review important information, such as attendance and pupil outcomes, as well as external quality assurance

p.4

Needs attention

visits, and use this to support and challenge leaders. Governors visit the school, take part in reviews and use their knowledge to hold leaders to account.

p.5

Attendance and behaviour Needs attention

Attendance remains too low for some pupils who miss school regularly. Leaders take action to address this and work closely with families to improve attendance. These actions are beginning to have a positive impact, particularly for disadvantaged pupils. However, improvements are recent and not yet secure. Attendance remains below national levels. Some pupils with special educational needs and/or disabilities and those who are persistently absent continue to miss too much learning. Leaders monitor attendance carefully and provide support, but improvements are not yet ensuring that all pupils attend well.

p.5

Attendance and behaviour Needs attention

Behaviour across the school is calm and positive. Pupils are friendly and welcoming. Pupils follow routines and settle quickly to learning. In lessons, they listen carefully, cooperate with others and show positive attitudes to their learning. Staff manage behaviour consistently and resolve issues quickly. They provide effective support to help pupils to manage their emotions. Those who need extra support receive the help they need. Staff deal with bullying and any discriminatory behaviour effectively. At social times, pupils play cooperatively and enjoy activities. Leaders introduce strategies to support positive behaviour, and these reduce conflict. Pupils understand expectations and feel the school is fair and supportive.

p.5