Great Moor Junior School

Great Moor Junior School

Address: Great Moor Junior School, Southwood Road, Great Moor, Stockport, Cheshire, SK2 7DG Unique reference number (URN): 106049

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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.

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How we evaluate safeguarding

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

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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.

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Attendance and behaviour Strong standard

Leaders prioritise pupils’ attendance and punctuality. Enjoying school life helps pupils want to attend school regularly. Leaders work with families to overcome barriers to attendance. When appropriate, they engage with external agencies to support this work. Pupils’ attendance rates are consistently above the national average. Persistent absence, which is carefully tracked by leaders, is below that of other pupils nationally. This ensures that pupils benefit from all that the school offers.

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Attendance and behaviour Strong standard

The school’s vision of ‘Learning Together’ and working positively as a ‘T.E.A.M’ is tangible throughout the school day. Staff consistently model and promote the school’s values. Expectations are high, and pupils are keen to meet them. Pupils behave extremely well. They have highly positive attitudes to learning and are incredibly supportive of one another. Pupils are respectful towards each other and adults. Leaders ensure that this starts from Year 3 as pupils join the school. Routines are clear and understood by pupils and staff. Pupils learn in a calm and purposeful environment where learning is not interrupted. They show highly sophisticated approaches to managing their own behaviour. This is particularly evident during breaktimes, when pupils play and interact with high levels of independence. Bullying and other forms of harassment are not tolerated. If they do occur, they are dealt with quickly and effectively.

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Personal development and wellbeing Strong standard

Leaders tailor the school’s personal, social, health and economic education curriculum to meet the needs of pupils and in response to local and national issues. This helps pupils to develop a keen understanding of the wider world. Pupils benefit from frequent opportunities to discuss and share ideas. This develops their respect for the views and opinions of others and increases their confidence to articulate their own thoughts. It also helps pupils to develop a deep understanding of fundamental British values. They become tolerant and respectful, understanding the importance of law and democracy.

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Personal development and wellbeing Strong standard

Pupils are taught about different faiths and demonstrate a well-developed understanding of the importance of respecting difference and showing kindness. Pupils articulately explain the school’s values and how these guide their behaviour and attitudes. They learn to use strategies to recognise and help them to manage their emotions. They speak confidently and knowledgably about how this helps them to overcome difficulties and be successful. Pupils, including those with special educational needs and/or disabilities, demonstrate a mature understanding of peer pressure and the dangers of smoking and drug misuse. They know how to work and play online safely, including regarding the use of artificial intelligence.

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Personal development and wellbeing Strong standard

Pupils take part in an extensive range of clubs. Leaders ensure that all pupils have access to the school's offer. Barriers to taking part in these opportunities are identified by leaders and addressed effectively. This helps pupils, including those who are disadvantaged, experience new activities and develop their interests. Organising and running school fairs and wider fundraising events provides pupils with regular opportunities to build their teamwork skills. Visits to museums, parks and Manchester airport are deeply valued by pupils. They recall how these help them to understand more about the local area and the

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Expected standard

world around them. Older pupils recognise the value of ‘facing their fears’ and trying new things as part of a recent residential trip. This impressive offer prepares pupils exceedingly well for life beyond school.

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Achievement Expected standard

From the start of Year 3, pupils are supported to secure the skills that they need to read, write and use number with increasing accuracy. Pupils progress well through the curriculum during their time at the school. This includes pupils with special educational needs and/or disabilities, who achieve well from their varied starting points. By the end of Year 6, most pupils, including those who are disadvantaged, attain in line with or above the national averages in reading, writing and mathematics. They are well prepared for high school.

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Achievement Expected standard

Beyond English and mathematics, pupils develop their knowledge across a range of subjects. They recall subject-specific vocabulary and memorable facts from their learning. Some aspects of this knowledge are detailed and demonstrate sophisticated links in learning. However, this is not consistently true across all subjects.

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Achievement Expected standard

Through their writing, pupils typically demonstrate their understanding of what has been taught. However, some pupils have gaps in their handwriting skills and spelling knowledge. This prevents them from writing confidently.

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Curriculum and teaching Expected standard

Leaders have established a broad and engaging curriculum that builds pupils’ knowledge and skills progressively as they move through each age group. There is a focus on ensuring that pupils develop effective speaking skills and a wide vocabulary so that they can explain their ideas clearly.

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Curriculum and teaching Expected standard

Leaders are well informed about the quality of the curriculum and how this is taught. Teachers have secure subject knowledge. They introduce new ideas clearly. Teachers use their checks in lessons to spot how pupils are faring. This enables staff to provide extra explanations or practice to those pupils who need it. Teachers adapt activities for pupils with special educational needs and/or disabilities so that they can tackle their learning with confidence.

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Curriculum and teaching Expected standard

Teachers design learning so that pupils can revisit what they have been taught previously and remember important information. Teachers also make sure that pupils have the opportunity to practise key skills such as reading, number facts and writing. However, at times, teachers do not pick up errors in pupils’ spelling and handwriting knowledge to ensure that they write with accuracy and confidence.

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Inclusion Expected standard

Leaders take great care in identifying the barriers that may prevent some pupils, including those who are disadvantaged and those who have special educational needs and/or disabilities (SEND), from succeeding academically, socially or emotionally. Early identification of pupils' needs allows leaders to act quickly to put support in place, enabling pupils to be successful. Leaders work with parents, carers and external agencies to shape appropriate support for pupils.

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Inclusion Expected standard

Leaders ensure that additional funding, such as the pupil premium grant, is spent wisely. They make sure that disadvantaged pupils are included in all that is on offer at the school. This includes providing pupils with tailored help for their wellbeing. Pupils who need additional support to settle or engage in learning are provided with timely and well- considered strategies to succeed. This includes a focus on helping pupils to recognise and regulate their emotions.

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Inclusion Expected standard

Leaders ensure that staff are well equipped to meet the range of pupils' needs, through professional development and advice from external specialists. Throughout the school, staff are deployed effectively to provide learning support. Pupils with SEND typically benefit from adjustments to lessons to help them to learn well. When necessary, pupils benefit from tailored curriculums and teaching strategies that enable them to become more confident learners.

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Leadership and governance Expected standard

Leaders demonstrate high expectations and ambition for all pupils at the school. They make decisions with pupils’ best interests at heart. Governors fulfil their roles effectively. They know the school very well. This helps governors to ensure that their statutory duties are met, for example in ensuring that pupils are kept safe. They provide support and challenge in equal measure. This ensures that pupils, including those who face barriers to their learning and/or wellbeing, benefit from an educational and wider offer that meets their individual needs. This work is typically successful.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s strengths and areas for further development. Checks on teaching and learning are used well to shape future improvement work. Subject leaders are well supported to make informed decisions about their areas of responsibility. Appropriate improvement priorities are in place to develop further the offer provided for pupils.

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Leadership and governance Expected standard

Staff appreciate that their wellbeing and workload are prioritised and supported by leaders. They are proud of their work at the school and feel valued. Staff appreciate the opportunities that they are given to develop their knowledge and skills through professional learning. This focuses on what will make the school a better place for its pupils. Parents and carers value the support provided for their children by the school.

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

Pupils at Great Moor Junior School enjoy the opportunities that they have to learn together. Warm greetings from staff each morning help them to prepare for the day ahead. This is a happy school. Pupils' attendance rates are high. Pupils benefit from the many friends that they make. Positive relationships with staff help pupils to feel safe and secure. They know that staff will listen to any worries that they may have. Bullying is rare and dealt with swiftly if it does occur.

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

Pupils are eager to learn. They know that their teachers want them to try hard, and they do. Pupils are keen to earn stars and ‘happy side’ awards for their behaviour and work. They are attentive and demonstrate extremely positive attitudes to their learning. Pupils progress well through the curriculum from their varied starting points. Those who face barriers to their learning and/or wellbeing receive the support that they need. Most pupils achieve well by the time they move on to secondary school.

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

Pupils are extremely well prepared for life beyond school. They proudly take on a wide range of special roles. For example, learning ambassadors are keen to share their knowledge with governors and visitors. They are excited to make a positive difference to school life. As prefects and web warriors, pupils support their peers to be safe around school and online. They have a keen awareness of how to look after themselves and appreciate being taught important life skills, such as how to manage money. Older pupils are diligent in running the popular stationery shop. These opportunities provide pupils with important leadership and communication skills. Pupils further explore and develop their interests by participating in a wide range of clubs, such as craft, tennis and drama. They are proud to represent their school at cross country events and singing performances.

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Next steps

Leaders should ensure that there is a consistent approach to promoting accuracy in pupils' handwriting and spelling so that they develop secure habits, reduce errors and write with greater fluency over time. Leaders should ensure that pupils are consistently enabled to apply and connect their knowledge across the curriculum independently so that they deepen their understanding and are even better prepared for the next stage in their education.

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About this inspection

The chair of the board of governors in this school is David Kemp.

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About this inspection

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

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About this inspection

This inspection took place on 15 and 16 September 2026.

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Team inspectors:

Liz Davidson, Ofsted Inspector Jackie Stillings, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 September 2026

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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.

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What does this mean?

National average: 268 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.

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What does this mean?

Inspectors spoke with the headteacher, other school leaders and staff during the inspection. The lead inspector met with members of the governing body, including the chair of governors. She also spoke with a representative of the local authority.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school provides breakfast and after-school club provisions for pupils.

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What does this mean?

The school does not currently use any alternative provision.

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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.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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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.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school. National average: 15%

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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.

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What does this mean?

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

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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.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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.

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mathematics

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

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average

2022/23 (final) 42% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2022/23 (final) 67% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2022/23 (final) 58% 59% Close to average

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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