We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Mossley CofE Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Mossley CofE Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Mossley CofE Primary School
on our interactive map.
Mossley CofE Primary School has taken effective action to maintain the standards identified at the previous inspection.
The headteacher of this school is Helen Harrison. This school is part of Mossley Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Helen Harrison, and overseen by a board of trustees, chaired by Jo Graham.
What is it like to attend this school?
Pupils are happy and proud to be a part of the Mossley 'family'. They are polite and respectful towards each other, staff and visitors. Pupils take on responsibilities such as school councillors, digital leaders and su...bject ambassadors.
These pupils extend the learning of others beyond the classroom by setting competitions in art and science.
The school has high aspirations for pupils' achievement. Pupils and staff alike share and demonstrate the school's motto to 'live out your best life'.
Pupils enjoy learning and they are keen to share all that they know and can do. They take pride in the work that they produce and recognise the importance of trying their best. Pupils, including those with special educational needs and/or disabilities (SEND), achieve well.
There are many opportunities for pupils to broaden their horizons. Pupils enjoy trips abroad or to the theatre. The annual 'MossFest' on the school field is a joy for pupils and staff alike.
Enrichment activities in sport, music and art develop pupils' talents and interests. Pupils contribute to the local community through singing at the local care home or entering the 'Congleton in Bloom' wheelbarrow competition. Pupils have a voice, and they are keen to make a difference to their school and community.
What does the school do well and what does it need to do better?
The curriculum is ambitious for all pupils, including those with SEND. The purposeful choices that the school has made about the curriculum means that pupils' learning is relevant and engaging. The school has clearly set out what pupils should learn.
This helps teachers to know what they should teach and when this should happen.
The school supports teachers to deliver the curriculum effectively. Nevertheless, some of the activity choices that teachers make for the younger pupils in school do not deepen their learning.
In contrast, staff make appropriate adaptations to the delivery of the curriculum for pupils with SEND. They identify these pupils early and support them to learn well.
The school carefully checks what pupils know and can do.
Typically, teachers identify and address pupils' misconceptions as they arise. This enables pupils to build on their knowledge seamlessly. Teachers regularly revisit and recap the knowledge that they taught earlier in the year, or in the key stage.
As a result, pupils know more and remember more over time and are well prepared for the next stage of their learning.
In the early years, there are high-quality interactions between staff and children. This helps children to build strong communication and language skills.
As pupils progress through the school, they learn a wide range of subject-specific vocabulary. Pupils can talk confidently about their learning. For example, they were keen to share the reasons for the outbreak of the Second World War.
However, some pupils do not consistently communicate well in writing. This is because teachers do not help pupils to write legibly or to spell as accurately as they could.
Pupils quickly learn to read.
Staff deliver the phonics programme successfully. Those pupils who need additional help to learn to read receive timely support. Most older pupils read with accuracy and fluency.
They enjoy talking about the stories that they have shared in class. The school has ensured that there is a diverse range of books on offer in the school library. Pupil 'Reading Dragons' recommend books and authors to younger pupils across school.
Children in the early years are very well behaved. They follow established routines and learn cooperatively alongside one another. Behaviour across the school is highly positive.
Pupils follow the 'Mossley Way', where kindness and respect are key. Pupils attend school regularly. The school's systems and procedures to maintain high rates of attendance are effective.
The school promotes pupils' personal development well. Pupils learn about different families, what a respectful relationship is and how they can stay safe, fit and healthy. Pupils speak of having a trusted adult in school with who they can share any worries.
Pupils are highly respectful of each other. They are tolerant and celebrate the differences that exist within the wider world in which they live.
Staff feel valued.
They are proud to work at the school. Staff appreciate school leaders' support for their well-being. They also value their commitment to ongoing professional learning.
Governors are highly effective. They maintain a clear focus on the quality of education provided by 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 a few subjects, some of the activities provided for pupils in the younger years do not deepen their learning. As a result, some pupils do not learn as well as they could. The school should ensure that teachers have the knowledge that they need to design activities that connect learning and help pupils to build up a deep body of knowledge.
• Teachers do not build pupils' foundational skills in writing as well as they could. This means that pupils do not communicate consistently well in writing across the curriculum. The school should ensure that pupils get sufficient opportunities to practise their transcription skills, such as spelling and handwriting, until they are fluent.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the first ungraded inspection since we judged the school to be good for overall effectiveness in September 2019.
