Moss Side Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The 'Moss Side way' values lie at the heart of this inclusive, happy school. Pupils strive to live up to these values at school and in the community.

They behave well, show respect to others and make a positive contribution to the school and beyond. Pupils independently plan and lead events in school and actively work to improve local environmental issues. They have contributed to the designs for new outdoor play equipment at school.

Pupils have warm relationships with staff and appreciate the many ways that the school helps them to feel safe.

The school is ambitious for all pupils. Pupils learn a broad range of subjects and achieve well in their learning..../>
The school goes above and beyond in its mission to enable all pupils to shine. It is vigilant in identifying and developing pupils' talents. Pupils who show interest or skill in music lessons go on to access musical instrument tuition.

The school offers an extensive range of extra-curricular activities. These include fencing, judo, archery, choir, art, guitar, coding and gardening. Attendance at these activities is impressively high, and the school works tirelessly to remove any barriers to pupils' access of this provision.

All pupils represent the school at events.

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

The school has designed a rich and engaging curriculum from the Reception class to Year 6. It has ensured that pupils' learning is relevant to them and to their local context.

The school has carefully considered what knowledge pupils should acquire in each subject. It has identified the order in which pupils should learn it, so that links can be made between prior, current and future learning.

Staff have a secure knowledge of the subjects that they teach.

They provide pupils with clear explanations and modelling when introducing new concepts. The school understands the individual needs of pupils. It quickly identifies any barriers to learning and puts adaptations in place to enable pupils to successfully access the curriculum.

Pupils, including those with special educational needs and/or disabilities, achieve well.

The school uses a range of ways to check pupils' understanding of what has been taught. Staff ask questions and provide opportunities for pupils to demonstrate what they know through their work.

The school has processes to check pupils' progress over time. However, in some subjects other than English and mathematics, these systems are still being developed. This makes it challenging for the school to consistently and accurately identify gaps in pupils' learning.

As a result, pupils' knowledge in these subjects does not build as securely as it could.

The school ensures that pupils who are at the early stage of learning to read have a dedicated daily time to read to an adult. The school engages positively with parents and carers to provide them with guidance on how they can support their children's reading at home.

Staff are skilled at delivering the school's phonics programme. They provide effective support to pupils who face any difficulties with reading. This helps pupils to quickly gain the knowledge and skills they need to read with confidence and fluency.

Pupils' attendance at school is high. The school ensures that parents and pupils understand the importance of regular attendance. It supports families and takes effective action to reduce absences.

Pupils are confident, enthusiastic learners. They enjoy their lessons and work hard. In early years, children understand the routines and demonstrate independence in their learning.

Pupils proudly take on responsibilities, including being sports captains, active leaders and 'special friends', where they build nurturing relationships with younger pupils.

The school's provision for personal development is exceptional. It has identified an extensive set of experiences that pupils encounter from early years to Year 6.

This includes performing in a large arena, witnessing chicks hatching and trips that range from cities to lakes and the coast. The school finds innovative ways to broaden pupils' understanding of diversity. For example, through visitors to the school, pupils learn about the diverse lives of others, including hearing the experiences of people who are refugees.

Pupils benefit from working alongside a wide range of external professionals, who discuss their jobs with pupils and enrich the school's curriculum. Pupils spoke enthusiastically about how this has inspired them to follow their dreams. Pupils have a mature understanding of mental health.

They recalled their learning about how the brain works and linked this to their understanding of character strengths and how to manage their emotions.

There is a positive and supportive culture among all who work at the school. Staff appreciate the consideration that is given to their well-being, their workload and the professional development opportunities that they have.

Governors provide effective challenge and support to the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, other than English and mathematics, the school's systems for checking pupils' learning are still developing.

This limits the school's ability to gain a clear understanding of any gaps in pupils' knowledge. Consequently, some pupils do not develop a secure body of knowledge over time. The school should further develop the consistency and precision of its checks on pupils' learning to better identify and address gaps in pupils' knowledge as they arise.