Moorfield Primary School

Highlights from Latest Inspection

Outcome

Moorfield Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils thoroughly enjoy attending this school. Relationships here are built on trust and respect. This helps pupils feel safe.

Pupils behave very well. They are kind and well mannered. Children in the Reception Year quickly learn the routines and acceptable behaviours.

This helps them to settle well into school. This is further developed as pupils move through school and there is a calm and orderly atmosphere, both in lessons and at playtimes.

The school has high expectations for all pupils.

They try t...heir utmost to live up to these expectations. They work hard and engage fully in their learning. Pupils with special educational needs and/or disabilities (SEND) receive the support they need to be successful alongside their peers.

The school places great importance on pupils' wider development. There is an impressive range of opportunities that are available to nurture pupils' talents and interests. Visits to places of interest bring the curriculum to life and allow pupils to develop their confidence and deepen their understanding.

Leadership skills are developed through a carefully thought-out set of responsibilities available to pupils. They understand that by accepting these additional duties, such as anti-bullying ambassadors, they act as role models for the younger pupils. They accept such roles with pride.

As a result, pupils are well prepared for life outside school.

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

The school has a coherently planned and ambitious curriculum in place. This is especially so for English and mathematics.

The school has clearly identified the knowledge and skills it wants pupils to learn across subjects from early years to Year 6. Recent refinements to some subjects are beginning to have an impact, enabling pupils to use their newly acquired skills in a range of contexts.

From the moment children enter the Reception Year they are supported to develop their speech and language through rhyme and story.

Throughout school, staff model the language and vocabulary they wish children to develop and use. However, not all pupils develop their spoken language as well as they could. Some pupils struggle to use the correct vocabulary to talk about what they have learned with confidence.

The school has prioritised early reading and mathematics, enabling pupils to get off to a strong start. Pupils, including those in the Reception Year, are well supported to learn to read. From the minute children come into school they enjoy a range of songs, rhymes and stories.

Staff deliver the phonics programme well and most pupils read fluently by the end of Year 2. Pupils who find reading more difficult receive the support they need to catch up. Pupils have access to a diverse range of high-quality texts.

Older pupils talk enthusiastically about the books and plays that they have read.

The school has highly effective systems to identify the specific needs of pupils with SEND at the earliest opportunity. It accurately identifies how pupils' barriers to learning can be overcome.

Where pupils need something more individual, this is provided without delay. Leaders seek specialist support to further enhance their understanding of pupils' needs and the best way to support them. Lesson adaptations ensure that pupils with SEND learn successfully alongside their peers.

Pupils with SEND participate fully in all aspects of school life.

The school has high expectations for pupils' behaviour and conduct, both in the classroom and the playground. Pupils' considerate behaviour and their attitude to learning play an important part in their academic success.

Pupils enjoy attending school. The school rigorously tracks pupils' attendance. When an individual's attendance falls below the accepted level, the school works with families to provide the right support to bring about improvement.

As a result, attendance rates are high.

The school promotes pupils' personal development through all aspects of school life. Pupils in the Reception year through to Year 6 develop their interests and talents through the wide range of trips and clubs.

These enhance the curriculum and provide pupils with a variety of experiences. For example, the residential trip to York allows pupils to use their mapping skills as they plan routes to get around the city.

The school ensures that pupils know how to keep physically healthy and mentally well.

Pupils demonstrate a clear understanding of how the law protects people with different characteristics and how everyone deserves to be treated with respect. They learn about different faiths and cultures.

Governors understand their strategic role and fulfil their statutory duties.

They hold leaders to account effectively and are committed to the school's continued improvement. The school considers the workload and well-being of staff in the decisions that it makes. Staff appreciate the support the school gives them to carry out their roles effectively.

The vast majority of parents and carers hold the school in high regard.

Safeguarding

The arrangements for safeguarding are effective.

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

• The school's curriculum does not always do enough to develop pupils' skills in oracy and to develop their vocabulary.

As a result, some pupils struggle to confidently explain what they know. This means they find it difficult to fully answer questions or explain their thinking as well as they should. The school should continue to prioritise the development of oracy throughout the curriculum to enable pupils to talk more confidently about their learning and wider development in a range of different contexts.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019.