Moulsecoomb Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is an inadequate school Leaders' and governors' evaluation of the school is inaccurate.

Their actions to raise standards are too slow to have sufficient impact on how well pupils achieve. Outcomes for pupils, including those in vulnerable groups, are inadequate overall. Pupils' progress in key stage 2 is weak, especially in writing.

The quality of teaching, learning and assessment is inadequate overall. Leaders' judgements about standards of teaching do not take enough account of the progress pupils are making in their learning. Teachers' expectations of pupils are too low.

They do not hold pupils closely to account for the quality of their work.... This prevents pupils from making the progress of which they are capable. Teachers' subject knowledge is variable.

At times, teachers provide pupils with inaccurate information. In some lessons, the resources provided prevent pupils from learning well. Pupils' attitudes to learning are inconsistent.

At times, pupils struggle to concentrate and give up quickly. At times, rough play on the playground escalates because staff are not quick to notice and do not intervene decisively to stop it. Too many pupils are persistently absent from school, particularly those from vulnerable groups.

Levels of attendance have been too low in recent years. The school has the following strengths Leaders' work to improve pupils' attitudes to learning is starting to have a positive impact. The school is an inclusive community.

Leaders know pupils and their families well, and staff work hard to meet pupils' varying needs, both social and emotional. Outcomes in phonics have improved in recent years and are close to the national average. Children get off to a strong start in the early years and make good progress as a result of effective teaching.

Improvements in teaching and the curriculum in key stage 1 are enabling pupils to make better progress than in the past. New approaches to the teaching of mathematics are also showing early signs of improvement.

Information about this school

This is an average-sized primary school.

In most year groups there are two classes, although there is one class in Year 5. The proportion of disadvantaged pupils is well above the national average. Levels of deprivation are well above those seen nationally.

Most pupils are White British, but the school also has pupils from a range of ethnic backgrounds. The school has a greater number of ethnic groups represented than seen in primary schools nationally. The proportion of pupils with SEND is well above that seen in other schools across the country.

The school is receiving additional support from the local authority. This includes support from improvement advisers. Leaders also work closely with other schools in their local cluster.