We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Moat House Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Moat House Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Moat House Primary School
on our interactive map.
Pupils at Moat House Primary are happy, safe and eager to learn. They try hard each day to live up to the school's 'hand' values.
Rigorous routines help pupils to settle quickly into their learning. Staff ensure that pupils make the most of their time in lessons to achieve well in most subjects.
Pupils behave exceptionally well in all aspects of school life.
They demonstrate high levels of control and respect for others. Play leaders and well-being ambassadors support pupils to make sure everyone is included and happy. In lessons, pupils are highly motivated and persist in their learning.
If pupils struggle, the school takes highly effective action t...o support them to succeed in their education.
Pupils value the wide range of clubs on offer to them, such as arts and crafts, cooking and gymnastics. Visits abroad, which include a football trip to France or an upcoming visit to China, develop pupils' understanding of the world around them.
What does the school do well and what does it need to do better?
The school's curriculum is ambitious for its pupils. The knowledge and skills that pupils need to know and remember are clearly sequenced. The curriculum is regularly reviewed so that pupils learn it well.
Recent improvements to mathematics mean pupils learn and remember more. Older pupils use their prior knowledge of multiplication and division to solve more complex problems.
Teachers have the subject knowledge they need to teach the curriculum effectively.
Rigorous checks on learning in lessons and over time highlight any gaps or misconceptions that exist. These are addressed quickly. Pupils are well supported to correct and improve their work.
However, there are inconsistencies in the teaching of handwriting. On occasion, this hampers writing fluency and impacts on the presentation of some pupils' work.
Early reading is a priority for the school.
Knowledgeable staff teach early reading, including phonics, well. Pupils read regularly in school. They read books that match the sounds that they learn.
Pupils enjoy talking about their favourite books and authors. Pupils who fall behind in their reading are quickly identified. They get highly effective support to catch up quickly, which they do.
Pupils learn to read with the confidence and fluency expected for their age.
The school's work to identify and support pupils with special educational needs and/or disabilities (SEND) is a strength. Strong relationships with external agencies, such as speech and language therapists, mean that pupils get the help they need to be successful in school.
Pupils with SEND achieve well.
Children in the early years settle well into school routines. Staff work closely with parents to identify what children know and can do.
Children learn about effective handwashing and oral hygiene. Communication and language are prioritised. However, there are inconsistencies in some aspects of the early years curriculum.
Pupils do not have enough opportunities to apply new learning when working independently. In addition, staff do not always support children well enough to develop an effective pencil grip. As a result, children do not consistently make the progress they could in some areas of learning.
The school's values are at the heart of the aspirational personal development offer for pupils. Pupils learn about different faiths, such as Christianity, Islam and Sikhism. They explore the significance of symbolism, such as the cross, to different faiths.
Pupils enjoy finding out about different cultures through dress, story, dance and drama. All this helps them to respect difference.
The '45 things to do before you leave Moat House' offers a wide range of new experiences for pupils.
Pupils enjoy camping overnight, taking part in an election, writing to the Prime Minister and hosting an art exhibition. They experience democracy and deepen their knowledge of the curriculum. Digital leaders and school councillors proudly undertake their roles.
They also learn important leadership and teamwork skills. The school makes sure all pupils benefit from this rich offer. Pupils are well equipped for life in modern Britain.
The school does all it can to work with pupils and their families to overcome barriers to non-attendance. This relentless work is rigorous and highly effective. As a result, more pupils attend regularly and on time.
Leaders, including governors, are ambitious for all pupils. They evaluate and review the school's work and set the right priorities for the school. Governors hold the headteacher to account effectively for the performance of the school.
Staff are highly positive about the support they receive from leaders to manage their workload and well-being. They feel valued and listened to.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• There is variability in how handwriting is taught across the school. Poor letter formation, orientation and an inconsistent style hamper writing fluency and impact on the presentation of some pupils' work. The school should review its approach to teaching handwriting and ensure staff consistently teach handwriting effectively so that pupils' writing fluency and the presentation of their work improves.
• Children in the early years do not have sufficient opportunities to practise and apply new learning when working independently in some areas of learning. This hampers the progress they make across some areas of learning. The school should ensure that all staff know how to deliver the early years curriculum effectively so that children in the early years consistently learn the curriculum well.
