Moulton School

Moulton School

Address: School Lane, Moulton, Northwich, Cheshire, CW9 8PD Unique reference number (URN): 111052

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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

Pupils feel they belong and enjoy coming to school. They attend regularly and make the most of the opportunities available to them. Leaders celebrate attendance thoughtfully and ensure that rewards remain fair and inclusive. Leaders identify barriers to attendance and promote the importance of regular attendance. When a pupil’s attendance does not meet expectations, leaders address it quickly and effectively through supportive work with families and external agencies. Consequently, the number of pupils who are persistently absent from school has reduced over time.

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Attendance and behaviour Strong standard

Pupils' behaviour is consistently positive and contributes to the calm, orderly atmosphere across the school. Social times run smoothly because pupils follow established routines and conduct themselves well. Pupils say that the school is calm and orderly and that staff deal with concerns effectively. They feel safe in school and trust adults to help them when needed. Leaders have established a behaviour approach that combines high expectations with appropriate support. Staff understand pupils’ individual needs and adapt their approaches effectively. Leaders provide effective pastoral support for pupils who need extra help managing their emotions or behaviour. This helps pupils to learn to manage their feelings and emotions appropriately.

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Early years Strong standard

Leaders prioritise giving children the best possible start to their education. They have established an early years provision that equally prioritises children’s learning and wellbeing. The environment is calm, nurturing and purposeful. Learning spaces encourage curiosity, independence and exploration. Adults build warm, positive relationships with children, helping them settle quickly into school life and develop confidence as learners. Effective welfare arrangements ensure that children feel safe, secure and well supported from the start of their school journey.

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Early years Strong standard

Adults use their deep understanding of child development to support learning effectively. They make the most of opportunities to extend children’s learning through play and purposeful interactions. Staff use skilled questioning and modelling to develop children’s language, deepen their understanding and encourage them to think carefully about their learning. Children engage enthusiastically in activities and show increasing independence and resilience in their learning.

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Early years Strong standard

Leaders have designed a curriculum that provides secure foundations for future learning and helps children, including those with special educational needs and/or disabilities, develop the knowledge, skills and behaviours that they need. As a result, children leave Reception as confident, capable learners who are well prepared for the next stage of their education.

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Personal development and wellbeing Strong standard

Leaders have developed a rich and varied personal development programme. Pupils benefit from a wide range of opportunities that help them develop confidence, responsibility and independence. Leadership roles, including pupil parliament, school council, librarian and sports leadership positions, allow pupils to make a meaningful contribution to school life. Pupils value these responsibilities and take pride in representing their peers.

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Personal development and wellbeing Strong standard

Leaders promote a positive reading culture through pupil leadership. Librarians are responsible for cataloguing books and deciding which types of books to display. Clubs, sporting activities and enrichment opportunities further broaden pupils’ experiences and interests. For example, the lunchtime ‘rainbow club’ gives pupils from different types of families opportunities to come together and celebrate their differences. Leaders carefully track participation in all clubs and societies and remove barriers where needed. This enables disadvantaged pupils and pupils with special educational needs and/or disabilities to participate fully. Pupils also benefit from opportunities that raise their ambitions, including work with local professionals and visits beyond the local area. These experiences broaden pupils’ horizons and deepen their understanding of their place in modern Britain.

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Personal development and wellbeing Strong standard

Leaders provide highly effective support for pupils’ emotional wellbeing. Pupils learn about healthy relationships and how to stay safe, including online. Staff know pupils well and help pupils manage worries and overcome challenges. Leaders work closely with families and review support regularly. This helps pupils develop confidence, resilience and positive attitudes towards their learning.

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Personal development and wellbeing Strong standard

Pupils learn about different faiths, cultures and backgrounds through the school's personal development programme. They understand that people may have different characteristics, beliefs and experiences and explain why everyone deserves respect. Pupils discuss equality, fairness and discrimination with confidence. They apply this learning in school and contribute to a culture where differences are valued and respected.

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Achievement Expected standard

Pupils generally achieve well. They secure the knowledge and skills that they need across the curriculum and build this learning effectively over time. Children establish firm foundations in the early years and continue to build on these as they move through school. Pupils show positive attitudes to learning, and work in pupils’ books shows growing knowledge and skills across a range of subjects. In national tests, pupils’ attainment was broadly in line with the national average across most published measures.

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Achievement Expected standard

Leaders identify barriers to learning promptly and provide appropriate support for disadvantaged pupils and pupils with special educational needs and/or disabilities. As a result, these pupils generally make positive progress from their starting points and are typically well prepared for the next stage of their education. Leaders understand differences between cohorts and have taken appropriate action to address gaps caused by weaker teaching in the past. However, recent curriculum improvements have not yet secured consistently higher outcomes.

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Curriculum and teaching Expected standard

Leaders have designed a broad and ambitious curriculum. They have identified what pupils should learn in each subject and the knowledge they need to build as they move through the school. Leaders provide clear guidance for teaching and accurately understand the quality of education. Their work to improve subjects, including recent improvements to the teaching of spelling, shows their commitment to improving the school. For instance, leaders have recently accessed additional training to support staff in delivering the phonics scheme. This has helped staff to teach phonics more consistently through their structured programme, resulting in improved phonics outcomes this year.

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Curriculum and teaching Expected standard

Teaching is usually effective and helps pupils engage positively with learning. In the most effective lessons, teachers use questions, recall activities and discussion well. They help pupils understand learning more deeply and connect new learning to what they already know. Staff and pupils build positive relationships that support learning well.

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Curriculum and teaching Expected standard

Leaders identify weaker practice accurately and provide timely support, coaching and training. They understand what needs to improve and are taking appropriate action. However, at times, the adaptation of learning varies across classes. As a result, some pupils do not consistently benefit from the most effective approaches.

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Inclusion Expected standard

Leaders place a high value on inclusion at this school. When making decisions, they consider the needs of pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and pupils known to social care. For example, leaders work to ensure that disadvantaged pupils are well informed about clubs and societies and are supported to access them where appropriate.

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Inclusion Expected standard

Leaders ensure that adults have the training and support they need to help pupils achieve their individual learning goals. A small number of pupils with SEND receive one-to-one support. Leaders ensure this support takes place in the classroom and that these pupils remain fully involved in the wider life of the school.

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Inclusion Expected standard

Leaders use additional funding effectively to support disadvantaged pupils. For example, they have invested in external art therapy sessions to support pupils' wellbeing. Leaders have also added extra outdoor learning opportunities for pupils who struggle to attend school regularly. Through this work, leaders have helped those pupils to attend school more regularly.

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Inclusion Expected standard

Overall, leaders provide appropriate support for their most vulnerable pupils. However, they do not always rigorously check and evaluate all aspects of this support. This means that they do not consistently identify where support could be improved.

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Leadership and governance Expected standard

Leaders have a clear vision for the school. They place pupils' needs, belonging and wellbeing at the heart of their work. Leaders know pupils well and consider the needs of the most vulnerable pupils when making decisions. For example, leaders fund breakfast club places for pupils who find the start of the school day difficult to manage. This helps to give them a positive start and better equips them to face the day's challenges. These carefully planned changes improve pupils' daily experiences and help them attend school more regularly.

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Leadership and governance Expected standard

Leaders typically evaluate the school's work by monitoring the curriculum effectively. They generally use their findings to identify the most important priorities for improvement and where further professional development might be needed. In these instances, leaders quickly provide responsive coaching, training and support that positively impact teaching practice. Nonetheless, on occasion, leaders and governors do not make full use of the information available to sharpen their identification of development priorities. As a result, some priorities are less precise than they could be. Staff say that leaders support their wellbeing and consider their workload.

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Leadership and governance Expected standard

Governors share leaders' ambition for pupils and understand the school's priorities. They fulfil their statutory duties effectively and provide support and challenge to ensure that leaders remain focused on improving outcomes for pupils. Leaders and governors have created an inclusive school community that supports pupils and families well.

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

Pupils are proud to belong to this warm, family-oriented school where leaders’ ambition that there are ‘no outsiders’ helps everyone feel valued and included. They enjoy coming to school and benefit from the positive relationships among pupils, staff and families. Pupils attend school regularly. They speak enthusiastically about their school and appreciate how well adults know them as individuals. The school’s dogs play an important role in helping pupils who feel anxious or upset to settle and engage successfully in school life. Children in Reception settle quickly and learn through purposeful play.

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

Pupils feel safe in school. They know that adults listen to their concerns and take action when needed. Pupils say that bullying is rare and are confident that staff deal with any unkind behaviour effectively. Pupils develop a secure understanding of how to keep themselves safe, including when near roads and water.

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

Pupils behave particularly well. They move around school calmly, show good manners and treat others with respect. At break times, they enjoy a wide range of activities and use equipment sensibly. Pupils enjoy learning and engage positively with the curriculum. Pupils are proud of their work and display their efforts, such as their recent writing about refugees. Older pupils recall previous learning confidently and talk about their studies with interest. The school’s inclusive ethos is reflected in pupils’ understanding of diversity, equality and the importance of welcoming everyone into the school community.

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Team inspector:

Juliet Francis, Ofsted Inspector Pupils benefit from a rich range of wider opportunities. They are proud to take on responsibilities as school councillors, pupil parliament representatives, librarians, sports leaders and traffic monitors. These roles allow pupils to play an active part in school life. Clubs, sports and enrichment activities broaden pupils’ experiences and help them to develop confidence, responsibility and a real sense of belonging. At this school, pupils aim high, support one another and work together to succeed in all aspects of school life.

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Next steps

Leaders and governors should analyse performance information more precisely to identify trends, evaluate the impact of their work, and sharpen their priorities for improvement. Leaders should ensure that all teachers adapt learning effectively so the most effective practice is consistent across all year groups.

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About this inspection

The chair of the board of governors in this school is Laura Forshaw.

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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 from 22 September 2026 to 23 September 2026.

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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.

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About this inspection

Inspectors spoke with the headteacher, the deputy headteacher, the SENCO, staff, pupils and parents during the inspection. The lead inspector also spoke to representatives of the governing body and a representative of local authority.

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About this inspection

The inspector confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

At the time of the inspection, there were 179 pupils on roll.

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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 22 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?

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. National average: 26.5%

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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.

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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) 64% 62% Close to average

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average

2023/24 (final) 63% 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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average

2022/23 (final) 77% 73% Close to average

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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) 71% 72% Close to average

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average

2023/24 (final) 78% 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

2023/24 (final) 78% 73% Close to average

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average

2022/23 (final) 80% 73% 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

2024/25 (final) 38% 47% 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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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) 50% 59% 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

2024/25 (final) 63% 61% Close to average

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average

2022/23 (final) 75% 59% Above ‘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.

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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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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.

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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) 5.2% 5.2% Close to average

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national average

2023/24 (3 term) 6.1% 5.5% Close to average

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national average

2022/23 (3 term) 5.8% 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

2024/25 (3 term) 14.0% 13.0% Close to average

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national average

2023/24 (3 term) 13.6% 14.6% Close to average

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national average

2022/23 (3 term) 15.9% 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.

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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.

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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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