Edith Moorhouse Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school.

This is a nurturing, caring and friendly school. Pupils talk about the school's values of 'aspiration, resilience and well-being'. They use these values to make sure they are fair to each other.

Staff listen carefully to pupils. If pupils are unhappy, staff ensure that additional support is provided. Pupils recognise this, making good use of the 'ark' nurture room to talk about their concerns.

Pupils understand the importance of helping each other. As part of an Armed Forces community, they learn about different cultures while understanding that 'everybody is equal'. Pupils and staff value and show respect to one another.
...r/>Leaders and teachers have high expectations of what pupils can achieve. Pupils behave well in lessons, work hard and show a genuine interest in what they are learning. They listen carefully to adults and each other.

Pupils feel safe in school. They are aware of the different forms of bullying and say that bullying is rare. Pupils are confident that if an incident of bullying was to happen, an adult would sort it out.

Pupils support one another in the playground. 'Sports leaders' help to engage younger pupils in healthy activities.

What does the school do well and what does it need to do better?

Leaders have a clear vision that underpins the curriculum.

It is designed to raise the aspirations of all pupils so they 'can reach for the stars'. Leaders ensure that topics reflect pupils' needs and interests. Pupils confidently discuss their learning in many of the subjects they are taught.

In some subjects, such as science and physical education, there is a clear structure as to what leaders want pupils to learn. Consequently, the progression of skills and knowledge is planned well. For example, pupils could discuss how the skill of footwork would support them later when playing football.

However, this is not the case across all subjects, as some leaders are new to their responsibilities and at an early stage of their development. Senior leaders acknowledge that there is more to do to ensure that the sequence of skills and knowledge development is clearly planned across all year groups.Through relevant and appropriate training, teachers have strong subject knowledge.

They use a range of strategies, including questioning, to check that pupils understand. Pupils with special educational needs and/or disabilities (SEND), and pupils from disadvantaged backgrounds, are supported well.Teachers adapt activities and resources to meet pupils' needs.

Where the curriculum is carefully planned, there are opportunities for pupils to revisit and use what they have learned before. In mathematics, this helps pupils to become more confident and able to attempt and solve a wide range of mathematical problems.A culture of reading is growing across the school quickly.

Pupils rightly recognise reading as a life skill. A well-sequenced reading programme, focused on developing vocabulary, ensures that pupils develop early reading. From nursery upwards, children learn the phonics skills they need.

Staff quickly help those pupils who require additional support. This enables pupils to become readers as soon as possible. The careful selection of texts used in lessons encourages pupils to make links between different subject areas.

For example, pupils in a year 2 class were able to describe 'phosphorescence', in relation to Darwin's work, when summarising a section of their class text.Pupils often work together well to solve problems. This helps them to learn from their mistakes and build their resilience.

Pupils know about the rule of law and show respect for those from other cultures. Pupils understand equalities and say, 'Difference doesn't mean anything. Just be kind and look after one another.'

Children in the early years enjoy school and play well together. Good collaboration between staff in the nursery and reception ensures that children's learning becomes more challenging over time. A range of activities provide children with opportunities to explore and develop their mathematical understanding and language skills well.

Children listen to adults promptly. Through careful observations, adults are effective at supporting learning and planning for children's next steps. Adults skilfully decide when to intervene and when to let the children explore.

As a result, children show real interest, independence and enthusiasm for learning.Senior members of the River Learning Trust support and challenge the headteacher. As a result, they have a clear overview of the strengths and areas where the school can improve.

Governors help shape the vision of the school but are not confident in questioning leaders to hold them to account.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding across the school.

Staff receive regular training and understand how to identify potential risks to pupils' well-being, including within the local community. Staff carefully follow procedures to report any concerns about a pupil's safety. Leaders respond to concerns in a timely and effective way.

Where necessary, leaders work with external agencies to help keep pupils safe.

Pupils learn how to keep themselves safe outside of school. Additional training from local services, such as the fire service and hospital, help children further their understanding and minimise risks appropriately.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Subject leaders are enthusiastic, and some have received helpful recent training. However, many are new to post and have not had the time to develop their subject expertise fully. They need further support and training to become more experienced.

They need to ensure the curriculum is sufficiently demanding for pupils by being carefully sequenced to build on pupil's prior knowledge. . The new governing board fulfil their statutory duties.

They are supportive of the school and are keen to do well. However, they do not fully recognise the work and strengths of the school. Governors need further support and training from the trust to enable them to develop a clear understanding of the quality of education the school is providing.