Moss Hall Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe. Leaders and governors are ambitious for the school.

They expect pupils to be kind, work hard, and make a difference. Pupils regularly meet these expectations. Pupils said that they enjoy their lessons.

They particularly like discussing important issues, such as the impact of urbanisation on the Amazon rainforest.

All pupils, including those with special educational needs and/or disabilities (SEND), typically achieve well. Pupils know that all adults expect them to behave respectfully.

They are thoughtful and courteous. If pupils have any worries they speak to an adult or write them down to put in the 'ask it basket'. Pupils... understand which behaviours constitute bullying.

If it does occur, pupils tell the adults at school, who resolve things swiftly.

Leaders provide a range of clubs, trips, and activities to support pupils' broader learning. For example, they make sure that every pupil learns to play a musical instrument.

Members of the school parliament promote positive character traits. They recently presented to their peers about the importance of resilience when finding things difficult in lessons.

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

Leaders have planned a new broad and ambitious curriculum.

Each subject is led by a subject 'champion' who makes sure learning is sequenced logically. This ensures that pupils draw on prior knowledge to support current learning. For example, in mathematics, Year 5 pupils were able to use their knowledge of fractions to describe the amount of turn in an angle.

In geography, leaders want pupils to develop a sense of place, scale, and space. For instance, pupils in Year 5 learn about the rivers in the United Kingdom before scaling up to the Amazon River. In a small number of subjects, pupils have gaps because they have not been taught the newly intended prior knowledge over time.

Leaders are aware of this and are actively addressing any gaps in learning.

Teachers recap key knowledge and vocabulary regularly. For example, pupils in Year 4 music recalled their knowledge of crotchets and quavers to compose a melody in the 3/4 time signature.

Pupils in Year 6 understand the reliability of historical sources. In a small number of cases, pupils' recall of historical knowledge from previous academic years is less secure.

Reading is prioritised.

In September 2021, leaders introduced a new phonics programme to align with the programme in the infant school. Leaders ensure that staff receive training to teach reading. Books match the sounds that pupils know.

This is helping those new to reading to catch up with their peers quickly.

Pupils move calmly around school and at transition times. Staff create calm, purposeful learning environments where low-level disruption is not tolerated.

As a result, behaviour in classrooms is positive and does not disrupt learning the curriculum. Teaching delivers the curriculum well.

Leaders have adapted whole-school practices so that pupils with SEND are identified early and supported effectively.

For example, each pupil with SEND has an individual learning plan. This is written in collaboration with pupil, teacher, parent or carer and leaders. Class teachers use the plans to anticipate where pupils with SEND may struggle.

They scaffold learning, for instance, by pre-teaching key vocabulary prior to lessons. This helps pupils with SEND to access the same curriculum as their peers.

Pupils respect differences.

For example, pupils in Year 6 learn about tolerance and link this value to every person's right to a fair trial. Pupils are taught to stay healthy with regular sessions of physical education each week that include swimming.

Staff appreciate the way leaders help them with workload and well-being.

They particularly value the coaching provided by senior leaders. Leaders invest time in developing middle leaders so that the curriculum continues to evolve.

Safeguarding

The arrangements for safeguarding are effective.

Staff are alert to the signs pupils may display if they are at risk of harm. They understand how to refer concerns on. Leaders make sure everyone understands their wider safeguarding responsibilities.

This includes promoting awareness of local risks that pupils might face.

Leaders fully engage with external agencies to secure specialist help for pupils when needed. Online safety has been a focus area of teaching.

Leaders have made sure that the computing curriculum covers issues such as cyber-bullying.

Members of the governing body perform their statutory duties effectively. They use safer recruitment processes appropriately.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, the curriculum planned is new and so does not consistently build on what pupils learned in previous years. This means that sometimes pupils do not have the necessary prior knowledge to learn the content in the new curriculum effectively. Leaders should continue to fill any gaps in pupils' learning and to refine the newly revised curriculum to ensure that all pupils have the necessary prior knowledge to learn and understand the new curriculum.

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