Moulton Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Moulton CEVC pupils love coming to school. They feel safe in this welcoming, inclusive environment, where they blossom and grow.

There is a strong culture of aspiration at the school. Pupils rise to adults' high expectations and achieve well across the curriculum, particularly in reading and mathematics. Every pupil is encouraged to reach their full potential, regardless of their starting point.

Pupils behave extremely well and have beautiful manners. They show respect for each other, the adults who work with them and visitors. Their classrooms are calm spaces, where they can concentrate and learn.

The school's approach to unkind behaviour reflects its Christ...ian ethos - it simply is not tolerated. Pupils demonstrate the school's core values of community, individuality and responsibility at all times. They say bullying does not happen and they trust staff to deal with any unkindness quickly.

There are many opportunities for pupils to develop their learning beyond the curriculum. Older pupils are proud to be junior librarians or members of the mental health team. These responsibilities enable them to act as excellent role models and help them develop a sense of community.

A carefully planned programme of trips and extra-curricular activities enriches pupils' experiences and develops their talents.

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

Leaders have designed a highly ambitious curriculum. It sets out clearly the key knowledge and skills pupils should learn.

The curriculum starts in Reception and gradually builds, preparing pupils well for each phase of their education. It is topic based, helping pupils to make connections between subject areas. The school's core values are cleverly threaded through it, so that these can be developed at every opportunity.

For example, in history, individuality is reinforced when pupils learn about significant historical figures, such as Boudicca or Guy Fawkes.

Teachers have strong subject knowledge and choose activities that bring learning to life. They teach the key vocabulary needed for each lesson very well and pupils use this confidently.

Teachers do not put a limit on their expectations of pupils. For example, in a Year 5 English lesson, pupils reading about William the Conqueror's early life understood and explored the issue of 'illegitimacy barred succession'.

Teachers' well-planned activities ensure that pupils learn the ambitious curriculum.

Pupils confidently make connections between what they learned in the past and what they are currently learning. Year 6 pupils recalled building simple circuits in a Year 4 science lesson. This prepared them for making a buzzer game using a more complex circuit in Year 6.

Teachers check pupils' understanding often. This enables them to identify those who need extra help. They set this up quickly, so pupils are ready for the next step.

Pupils with special educational needs and/or disabilities (SEND) are exceptionally well supported, through technology, adapted tasks and skilled adults. They are fully integrated in school life and make strong progress against their starting points.

Reading is a priority.

The well-stocked library is overseen by the junior librarians. They keep it tidy, manage computerised borrowing and returns, recommend books and lead story time. Pupils read widely and love listening to their teachers read stories to them.

The school follows its chosen phonics programme with great consistency. This starts in Reception, so pupils quickly learn what they need to become fluent readers. Their progress in reading is rigorously monitored, so those who need help get it promptly.

The early years curriculum is ambitious and carefully planned. Children take turns, share and get along extremely well. Adults' interactions with them are nurturing and considered, so that children learn as they play.

In the outdoor area, children excitedly discussed with an adult what might have caused patterns in the snow.

Pupils' behaviour and attitudes are excellent. They show curiosity in lessons and have high levels of resilience.

They say, 'If you make a mistake, just try again.' Low-level disruption to learning very rarely happens. Staff are well trained in supporting pupils to make the right behaviour choices.

Pupils are exceptionally well prepared for their future lives. They learn to be good citizens, fundraising for charities, litter-picking locally and considering ways of reducing their use of plastics. A partnership with a nearby secondary school prepares key stage 2 pupils for moving on, through a programme of visits.

Talks for older pupils help them discover career options. As a church school, Moulton CEVC focuses strongly on values and spirituality. Pupils learn about many of the world's major religions and understand diversity.

Senior leaders are determined to improve the life chances of all pupils at the school. They prioritise staff training, so pupils get high-quality teaching. Governors share leaders' uncompromising vision for continuous improvement.

They visit often, ensuring they have strong oversight of school activities.

Safeguarding

The arrangements for safeguarding are effective.

There is a culture of safeguarding in the school.

All staff know what to look out for and are quick to report any concerns to the safeguarding leaders. This leads to effective support being put in place for vulnerable pupils and families. Sometimes, leaders liaise with external agencies for additional help or advice.

The school ensures new members of staff are properly checked and vetted before starting work.

Pupils understand the risks associated with the internet and know how to keep themselves safe on and offline. They are quick to share any worries they may have with adults in school.

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