Morice Town Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Morice Town enjoy attending school.

They are proud to be part of the school community. They feel safe because adults care for them. Pupils understand the school's learning dispositions of being resourceful, open, aspirational, resilient and reflective.

They know how to learn well.

Leaders have high expectations of pupils' behaviour. The school is calm and orderly.

Pupils behave sensibly. Adults treat pupils with respect. Bullying rarely happens.

If it does, it is quickly dealt with. Leaders make sure that it does not happen again.

Children make a good start in the early years.

They become independent and confident... learners. Children have lots of opportunities to talk, and they learn to communicate well. The curriculum builds on what pupils have learned before.

Teachers check what pupils can remember, and this helps them to support pupils who fall behind. All pupils learn well.

Leaders build strong relationships with pupils and their families.

They create a welcoming school where pupils and parents feel well supported.

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

Leaders are ambitious for pupils at Morice Town. They have developed a well-sequenced curriculum.

Pupils' learning starts with what they know, and this builds well over time. For example, in early years, pupils learn about the area immediately around the school. Their knowledge broadens effectively as they learn about Plymouth before finding out about the wider world.

Pupils deepen their understanding and make sense of new knowledge.

Reading is a priority throughout the school. From the moment children start at Morice Town, they are immersed in stories.

In early years, the children respond to, and act out, stories that they have heard. Older pupils read a range of exciting texts. These are often connected to the wider curriculum.

Staff are well trained in teaching pupils to read. The books pupils read match the sounds that they know. This helps them to become confident and speedy readers.

The small number of pupils who fall behind have appropriate support to catch up quickly.

Leaders have developed a well-thought-out mathematics curriculum. Children in the early years count often.

This helps them to build their number facts. By the time they go into Year 1, pupils are confident to use number facts to answer simple questions. Older pupils draw upon number knowledge to solve tricky problems.

Pupils who find learning mathematics difficult are well supported by staff. For example, some pupils receive extra teaching about clocks that prepares them well when learning about time.

In some subjects, the curriculum is not as well developed as others.

Where this occurs, pupils do not remember what they have learned before. This has led to gaps in pupils' knowledge and lower outcomes. Leaders are developing these curriculum areas and how they are taught.

Behaviour in lessons is good. Leaders have high expectations and pupils understand them. Where some pupils find it difficult to behave well, staff support them effectively by following the school's new relational policy.

Leaders work tirelessly to make sure that all pupils attend school. Despite this, there are still too many pupils with poor attendance. These pupils miss learning and find it harder to keep up.

Pupils know what to do to learn well. The clear routines and consistent structure of their learning help them. The personal, social and health education curriculum is effective.

It ensures that pupils know what healthy relationships are. They know what is acceptable and what to do if they are worried about a relationship. Pupils appreciate the school's clubs and visits.

Leaders work hard to make sure that all pupils can take part.

Leaders feel well supported by the trust and by governors. Staff benefit from the wide range of professional development that the trust provides for them.

Staff feel that leaders do all that they can to make their workload manageable. Morale is high, and staff are dedicated to pupils and their families.

Safeguarding

The arrangements for safeguarding are effective.

Staff know pupils and their families well. Pupils say that there is always an adult in school who will help them if they are worried. Parents say staff and leaders are always available.

This means that parents can get the support that they need quickly.

Staff understand their role in keeping pupils safe. Systems in the school are used well.

Leaders act quickly if there are concerns about a pupil. They work with parents and agencies to make sure that any risks are dealt with. Leaders go above and beyond to support families.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, pupils are not able to remember knowledge that they have been taught. This is because the curriculum has not been well structured. Leaders need to ensure that recent improvements to the curriculum in these subjects have the impact they intend.

• Despite leaders' actions, the attendance of some pupils is not yet high enough. As a result, these pupils miss learning. Leaders need to ensure that their strategies to improve attendance have greater impact.

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