Moulton Primary SchoolOfsted report card, 15 Sept 2026

Moulton Primary School

Address: Church Hill, Moulton, Moulton Primary School, Church Hill, Northampton, Northamptonshire, NN3 7SW Unique reference number (URN): 122102

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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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Early years Strong standard

Children get off to a strong start in the early years. Through a well-planned induction programme and communication with other settings, the school develops a secure understanding of children’s starting points before they commence the Reception Year. As such, children hit the ground running. They settle into the early years incredibly quickly. They bloom in confidence, thoroughly enjoy their time and engage impressively in their learning. Early years staff, due to comprehensive training and support, skilfully interact with children to probe and extend their learning. They ensure that no one is left out.

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Early years Strong standard

The early years curriculum is meticulously planned and sequenced. It makes clear the precise milestones that children are expected to reach at each stage of their time in the early years. It makes clear the content that children are expected to learn and remember. At the time of the inspection, despite being early in the school year, children demonstrated a good grasp of this content.

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Early years Strong standard

The early years is well led and managed. Leaders have a strong understanding of pupils’ achievement, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND). They quickly identify anyone who begins to fall behind and put in place the necessary actions to help them catch up.

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Early years Strong standard

By the end of the early years, children are well prepared for Year 1. This is reflected in the outcomes of assessments that are typically higher than national figures.

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Attendance and behaviour Expected standard

Leaders have recently strengthened processes for identifying trends and patterns in absence. They are providing increased challenge and support for pupils and their families where needed. Where they have focused their efforts, there is demonstrable impact. For example, Friday absences have been dramatically decreased by changing the activities on offer. Their aim to ‘make school unmissable’ has paid dividends. Overall, rates of attendance are broadly in line with national averages. Attendance of disadvantaged pupils is broadly in line historically, despite a recent dip. Leaders are tackling this effectively.

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Attendance and behaviour Expected standard

Pupils behave well. Typically, they show good manners and positive attitudes to learning. Pupils know that they are expected to be respectful, resilient and active members of their community. They do their best to live up to these expectations. Around the school, older pupils show impressive levels of courtesy and, in some cases, exemplary manners.

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Attendance and behaviour Expected standard

The school’s behaviour curriculum sets out what pupils will learn about behaviour. As a result, they understand what constitutes positive behaviour, good manners and courtesy. They value the rewards on offer, including points that they can exchange for prizes. Where behaviour falls short of expectations, pupils are helped to understand what has gone wrong, learn from it and to put things right. Pupils who need additional help to live up to the school’s expectations are well supported. Over time, they make marked improvements.

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Attendance and behaviour Expected standard

Records of behavioural incidents are detailed. They show that serious incidents of poor behaviour, including bullying, are rare. Leaders’ work to improve behaviour at playtime has had a positive impact. Pupils play cooperatively and get on well.

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Inclusion Expected standard

The school knows all its pupils well. This includes pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those who face other barriers. Teachers have been trained to ensure that they know how to include everyone in lessons. The recently introduced ‘Moulton Way’ makes clear how staff will make adaptations in the classroom and use assessment to provide challenge and support for all learners.

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Inclusion Expected standard

The school’s current pupil premium strategy is fit for purpose. The actions that it contains are well selected. There are suitable processes in place to evaluate the impact of the school’s actions.

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Inclusion Expected standard

Pupils with SEND are well supported. Their needs are systematically identified. The targets that are put in place with these pupils are specific. They set out the small steps that pupils are expected to achieve. The school works effectively with external agencies. Pupils who work in ‘The Hive’ receive provision that is closely tailored to their needs. They remain fully included in the day-to-day life of the school and in close contact with their peers.

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Inclusion Expected standard

Leaders track the achievement of the full range of groups of learners closely. Regular discussions between leaders and teachers ensure that each pupil’s needs are understood and catered for. This includes higher-attaining pupils, for whom learning in the classroom has recently started to improve.

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Leadership and governance Expected standard

The school has been through a period of turbulence. Since the last inspection there have been several, in some cases unavoidable, changes of headteacher. This has had a negative impact on the quality of the school’s provision. However, current leaders, in a short period of time, have brought about many significant changes for the better. They have secured improvement in the early years, behaviour, attendance, the curriculum and teaching. They have a precise understanding of what work still needs to be done and this is reflected in their plans for improvement. They have galvanised the staff team. Staff and pupils unanimously support their vision of ‘learning together, growing together and succeeding together.’ This is becoming a tangible reality.

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Leadership and governance Expected standard

The work of the governing body is well organised. Governors work systematically to carry out their statutory duties. They provide leaders with carefully balanced challenge and support. They recognise the impact that the unsettled period of leadership has had on the school’s effectiveness. They have a good grasp on how these weaknesses are being addressed.

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Needs attention

Staff are proud to work at the school. They value the way in which leaders balance the need to drive improvement while being mindful of workload and wellbeing. They are fully committed to leaders’ vision and ambition. Leaders ensure that staff receive the training necessary to bring around the necessary improvements. The school’s training offer is well organised.

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Needs attention

Many parents and carers view the school positively and welcome recent changes. However, a number of parents raise concerns about the effectiveness of the school’s communication, including the notice that they receive about important changes. Leaders recognise the need to improve communication with parents and routinely seek their views. They have taken appropriate steps to begin this journey, but this work remains at an early stage.

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Personal development and wellbeing Expected standard

The school has a cohesive and coherently planned offer for personal development. It is underpinned by a well-planned and sequenced curriculum for relationships, personal, social and health education. Through this, pupils learn about a wide range of people, places and communities from across the world. They learn how to stay safe online and in a range of situations. Pupils understand the importance of fundamental British values and the protected characteristics. They know why it is important to treat everyone equally and with respect.

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Personal development and wellbeing Expected standard

The school provides many activities that extend and embed the curriculum. These include an opportunity for every pupil to learn a musical instrument, a wide range of educational visits, and events such as Roman days. Pupils participate in a wide range of activities in sport and the arts. Additionally, the school offers a wide range of extra-curricular clubs and activities, including orchestra, sporting activities, performing arts, yoga and Spanish, to mention just a few. Leaders keep a close eye on which pupils attend these and intervene when particular groups are under-represented.

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Personal development and wellbeing Expected standard

Pupils relish the opportunities that they have to make a positive contribution. Roles such as school councillors, eco-warriors and sports leaders are taken seriously. Playtimes are happy and sociable times. The school provides a vast range of equipment, resources and activities that help pupils to develop their independence, resilience and imagination. Pupils play cooperatively and show good levels of respect and understanding of each other.

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Personal development and wellbeing Expected standard

Pastoral support is a strength. Pupils are well cared for and looked after. They receive help quickly when they need it. Pupils who need help to understand and manage their feelings and emotions are well supported. Pupils know who to turn to if they need help or support.

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Achievement Needs attention

Typically, pupils learn the essential parts of the curriculum that help them to access learning. They learn and remember key mathematical facts and patterns in spelling. Early reading is taught well, as reflected in the outcomes of the Year 1 phonics assessment which are above national averages. The school has recently started to identify and address gaps in pupils’ written work, including in handwriting. Although showing early signs of success, this work remains at an early stage.

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Achievement Needs attention

The proportion of pupils reaching the expected standards in national assessments, overall, does not differ significantly from national figures. Disadvantaged pupils achieve better than their peers nationally. Pupils with special educational needs and/or disabilities (SEND) typically achieve well from their starting points. However, with the exception of reading, the proportion of pupils reaching the higher standards at the end of key stage 2 has been consistently lower than national levels over the last three years.

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Achievement Needs attention

Beyond English and mathematics, pupils’ recall of the curriculum is inconsistent. In some places, despite recalling some of the memorable activities that they have undertaken, pupils struggle to recall what they have learned.

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Curriculum and teaching Needs attention

The school’s curriculum is well organised. Content builds cumulatively over time. It is taught in a logical order. It makes clear the most important content that pupils are expected to know and remember.

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Curriculum and teaching Needs attention

Leaders have a clear understanding of where strengths in teaching exist and where further training is needed. They have done much to bring about consistency in teaching in a relatively short period of time. This is having a positive impact. Leaders have prioritised improving teaching in English and mathematics. These subjects are typically taught well. The vast majority of pupils are helped appropriately to learn the curriculum. However, in other subjects, teachers do not always focus closely enough on the key knowledge that pupils are expected to learn. As a result, while pupils talk about the engaging activities that they have participated in, they do not remember the key content that is outlined in the curriculum. Additionally, while an improving picture, there are inconsistencies in how well the most able pupils are given work that is closely matched to what they know and can do. As such, some most able pupils do not go on to achieve as well as they should across the full

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Curriculum and teaching Needs attention

In key stage 1, pupils are eager to work hard and typically engage well in lessons. Leaders have put in place measures to help pupils transition from the early years into the first part of Year 1. This includes opportunities for pupils to continue to learn through play. However, the school has not considered carefully enough how this helps pupils to learn the curriculum. Some staff have not had the training necessary to support this approach.

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

Moulton Primary is a caring, inclusive and welcoming school. Pupils enjoy attending and spending time together. The school’s vision of ‘learning together, growing together and succeeding together’ is increasingly evident in the day-to-day life of the school. Pupils are happy and well-cared for. Relationships between pupils and staff are consistently positive and help pupils to develop confidence and a sense of belonging. As one pupil summed up, ‘It’s like my second home. I love it here’. On the whole, pupils attend school regularly. Pupils have positive attitudes to learning. They follow adult instructions carefully. They are eager to impress. However, some inconsistencies in teaching mean that some pupils do not achieve as well as they could. This is especially the case for the most able.

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

Pupils benefit from a wide range of opportunities that enrich their school experience. These include activities such as cooking, art, design and technology and specialist music teaching. Beyond the classroom, pupils are encouraged to participate in a variety of clubs, musical tuition, choir, orchestra, sports and outdoor activities. Leaders ensure that all pupils can benefit from these opportunities.

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

Pupils value the many opportunities to contribute to school life, including serving on the school council and eco council or taking on responsibilities as play leaders. They thrive on the school's extensive outdoor play provision, which helps them to develop independence, resilience and leadership skills.

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

Pupils behave well. They feel safe. They know that they are expected to show respect, demonstrate resilience and contribute to their community. They typically do their best to live up to these expectations. Older pupils typically show high levels of courtesy, including allowing others through doors and making polite comments to visitors, such as ‘It’s nice to meet you.’ Pupils are motivated by the reward points on offer and look forward to changing these for prizes. In the event of any poor behaviour, pupils are helped to understand what has gone wrong and to put things right. Incidents of serious misbehaviour, including bullying, are infrequent. Where they do occur, they are dealt with robustly.

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Next steps

Leaders should ensure that teachers consistently prioritise the key knowledge set out in the curriculum so that pupils develop secure and lasting knowledge over time. The school should continue to improve pupils’ writing, including in relation to handwriting. Leaders should ensure that the most able pupils consistently receive work that is well matched to their abilities. Leaders should ensure that approaches to teaching in Year 1 consistently enable pupils to learn and embed the planned curriculum. Leaders should continue their work to improve communication and strengthen relationships with the school’s parental community.

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About this inspection

The chair of the board of governors in this school is Rachel Keigthley.

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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

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

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Team inspectors:

Mandy Wilding, Ofsted Inspector John Spragg, His Majesty's Inspector Ian Pearson, 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 The headteacher was absent during the inspection. Inspectors spoke with the associate headteacher, the deputy headteacher, assistant headteachers, governors and representatives of the local authority.

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What does this mean?

The school currently uses no alternative provision.

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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 has undergone significant changes since the last inspection. There have been five headteachers in post since the last inspection, including some on a temporary basis. There have been several changes in middle leadership. The school’s substantive headteacher was absent during the inspection.

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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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average

2024/25 (final) 66% 62% Close to average

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average

2023/24 (final) 62% 61% Close to average

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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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average

2024/25 (final) 77% 72% Close to average

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average

2023/24 (final) 68% 72% Close to average

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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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average

2024/25 (final) 79% 74% Close to average

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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

2023/24 (final) 47% 46% 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) 58% 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

2024/25 (final) 70% 59% Close to average

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average

2023/24 (final) 53% 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

2023/24 (final) 65% 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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national average

2024/25 (3 term) 5.0% 5.2% Close to average

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national average

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

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national average

2022/23 (3 term) 5.5% 5.9% Close to average

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Persistent absence

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

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national average

2023/24 (3 term) 13.1% 14.6% Close to average

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national average

2022/23 (3 term) 12.5% 16.2% Close to average

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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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