Moorlands Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Moorlands Junior School is a warm, welcoming and inclusive school. Pastoral care is strong. Staff forge positive, caring relationships with pupils and families.

The school's rich curriculum reflects its vision: 'Space to grow for any tomorrow'. Leaders plan exciting activities to enhance pupils' personal development. For example, pupils learn to build fires and cook pizza outdoors.

Pupils develop their talents and interests through the clubs that the school offers, such as choir and street dance.

Pupils are polite and enjoy learning. They learn the importance of 'filling each other's buckets' with kindness.

Pupils understand adults' high expectations... and respectfully follow school routines. They are proud to be praised. Staff ensure that pupils understand and appreciate diversity and equal rights.

Pupils confidently explain and value the fact that 'We are all different'.

Pupils are happy and feel safe at school. They say behaviour is usually good and that bullying is rare.

They confirm that adults are good at sorting out any problems. Most pupils attend regularly. However, some pupils need help to improve their attendance.

The vast majority of parents are happy with the school. Typical comments include 'This is a fantastic school' and 'my child is thriving'.

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

Since the previous inspection, the trust and governors have stabilised leadership.

This has had a demonstrable impact. Leaders are highly effective. They provide staff with well-targeted professional development.

This is improving their subject knowledge and their understanding of how to deliver the curriculum effectively. Staff morale is high because they feel well supported.

The school's curriculum is interesting and broad.

In most subjects, the order of what pupils learn is well planned. As a result, pupils build the knowledge and skills they need. However, in some subjects, pupils do not securely learn the core curriculum content they need to prepare them for what comes next.

In subjects where teachers' use of assessment is stronger, leaders identify where pupils need to secure and deepen their knowledge. For example, in mathematics, teachers adapt learning so that pupils develop a better understanding of number. This work has a positive impact.

However, in some subjects, assessment does not identify precisely whether pupils have learned what they need to know. This leads to pupils developing gaps in their knowledge.Leaders work in partnership with pupils, parents and specialists to meet the needs of pupils with special educational needs and/or disabilities (SEND).

Leaders and staff plan effective support to help pupils secure new knowledge. This ensures that pupils with SEND follow the curriculum successfully and are fully included in school life.

Leaders prioritise pupils learning to read.

The curriculum is ambitious and is supported by high-quality texts. Pupils therefore develop their reading skills well. Pupils love reading.

They become absorbed when adults read to them. Pupils enjoy a variety of modern and classic stories. Staff provide support for pupils who have fallen behind in reading.

This helps them to catch up and become fluent, confident readers.

Staff have high expectations of pupils' behaviour. As a result, pupils maintain positive attitudes, and low-level disruption is rare.

Leaders help families to improve their children's attendance. However, some pupils still do not attend regularly.

Staff sensitively support pupils who have difficulty managing their emotions.

For example, pupils have art therapy and mentoring sessions. Pupils value opportunities to go to the 'Rainbow Room'. Pupils say that talking about their feelings helps them to become calm.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make the necessary checks to ensure staff are safe to work with children. They record this information on the school's single central register.

Leaders provide safeguarding training for all staff. Staff understand how to identify pupils who may be at risk and know how to refer concerns.

Leaders seek the help of specialist agencies when necessary.

They regularly review their actions to check that they are making a difference.

Pupils know how to stay safe. For example, they learn about healthy relationships and how to stay safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, improvements to the curriculum are in the early stages of development. As a result, pupils do not securely learn the essential concepts they need. Leaders must ensure that the curriculum is fully established so that pupils develop the knowledge and skills necessary for their future learning.

In some subjects, assessment lacks the precision to gauge how successfully pupils follow the curriculum. This leads to pupils developing gaps in their knowledge. Teachers should sharpen their use of assessment so that teaching supports pupils to know and remember more over time.

• Despite improvements to attendance, some pupils, including disadvantaged pupils, do not attend school regularly. As a result, they are missing out on important aspects of their education. Leaders must continue to work closely with families to emphasise the importance of regular attendance so that pupils benefit from all that the school offers.