Moorhouse Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive in the knowledge that the school expects the very best from them. Since joining the multi-academy trust, the school has raised its expectations of pupils' achievement.

It has made sure that across the curriculum, many pupils including those with special educational needs and/or disabilities (SEND) achieve well.

Throughout the school, pupils benefit from positive relationships with adults. They feel assured that adults will support them if they have any worries.

Pupils said that everyone treats each other kindly and with respect. They feel valued. This makes them feel happy and safe.

Children in the early years and pupils in Years 1 to 6... show good behaviour both in lessons and during playtimes. Younger children demonstrate high levels of independence, preparing their own painting equipment and putting on protective clothing. They mop the floor after their activities if necessary.

Pupils are proud of their school. They look after equipment and keep their classrooms tidy.

Pupils are curious about the world around them.

The school enhances this interest by ensuring that pupils learn through first-hand experiences such as visiting a farm and going to see dinosaur exhibitions. Pupils learn about teamwork and cooperation during their residential visit. They enjoy taking part in a range of clubs that the school offers, such as choir, reading and a range of sporting activities.

Pupils value leadership opportunities. For example, becoming a reading ambassador and being a member of the eco-council.

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

In 2022, the proportion of pupils meeting the expected standard in subjects which have published results was lower than the national average.

The school quickly identified that some weaknesses in the previous curriculum, coupled with the impact of the COVID-19 pandemic, was the main reason for these published outcomes.

The school took swift and successful action to address the shortcomings in the curriculum. As a result, it is now broad, balanced and ambitious.

Pupils' learning is carefully mapped out from the early years to Year 6. Staff are consistently clear on exactly what pupils need to know and the order in which they should learn subject content. The school has also taken effective steps to address any gaps in pupils' learning caused by the COVID-19 pandemic, or the fact that some pupils join the school part way through their primary education.

As a result, current pupils learn well. They are making the progress through the curriculum that leaders expect.

Teachers check that pupils are learning what has been taught.

They have established consistent ways to check that pupils' prior knowledge is secure before they introduce new learning. The school has prioritised the development of teachers' subject knowledge. Teachers successfully deliver the curriculum through well thought-out, appropriate activities that support pupils to know and remember more.

The school makes sure that pupils with SEND are identified quickly. It provides effective training so that staff know how best to help pupils with SEND to learn all that they should. Pupils receive the support that they need to be involved in the life of the school.

This includes working with external agencies and other professionals across the trust where appropriate.

Reading has a high priority across the school. From the outset, children in the Nursery Year learn about sounds through stories, rhymes and songs.

In the Reception Year, children learn the letters and sounds that they need to be able to read fluently. From an early stage, they become confident readers helped by the accurate matching of the books that they read to the sounds that they know. Older pupils continue to regularly read books matched to their reading stage.

Staff read from a broad range of different texts and authors with their class. However, the school does not make sure that some older pupils are choosing their independent reading books from the wide range of literature that is on offer. This means that some pupils do not read widely enough to extend their learning and interests further.

Pupils enjoy their lessons and they are immersed in their learning. They walk around school calmly and considerately to ensure that they do not disturb other lessons. Throughout the school, pupils show that they are courteous and polite.

They hold doors open for adults and say a cheerful hello to all those that they meet. Children in the early years quickly learn to make sensible decisions by choosing the activities that they will complete.

The school's work to support pupils who do not attend regularly enough has had some impact.

However, the timeliness of the school's action means that there are still too many pupils who are regularly absent.

Pupils are accepting of those who are different to themselves. They embrace learning about cultures and faiths that are different to their own.

They understand the importance of tolerance. The school makes sure that pupils are ready for life in modern British society. Pupils understand how to stay physically and mentally healthy, as well as how to stay safe online.

The school promotes learning beyond the academic curriculum. For example, older pupils take part in an event run by the emergency services to enhance their learning about staying safe and making appropriate choices. A range of pupils learn first-aid skills.

Staff are extremely positive about the school. They appreciate the support that they receive for their well-being. The school and the trust make sure that any changes do not have a negative effect on staff's workload.

For example, the school makes sure that staff have the necessary time to carry out their work, including making improvements to the curriculum subjects that they lead.

Parents and carers said that they appreciate staff at school being approachable, for example in helping to clarify curriculum terminology. The school involves parents in a range of workshops, such as reading, to help them support their children's learning at home.

Governors and trustees are clear about the school's priorities. They are rigorous in carrying out their duties. They know the school well and use this knowledge to support and challenge its work.

Governors and trustees maintain a clear focus on improving outcomes for pupils. They ensure that the school delivers a high-quality education to pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not attend school regularly. This means that they miss out on important learning. The school should improve the promptness of its actions in addressing pupils' attendance which falls below expected levels.

• Some pupils do not choose to select reading books from the wide range of literature on offer. This means that their knowledge of authors is limited and they miss out on the chance to enhance their learning further. The school should ensure that they increase their oversight of the books that pupils read so that they can support and encourage them to extend their choices beyond familiar texts.