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Pupils describe their school as peaceful, happy and safe.
Pupils' attitudes to learning are universally positive.
They are enthusiastic to share what they are learning in class. Leaders teach the school's expectations of conduct and character through the nine attributes of 'the fruits of the spirit.' These attributes are reinforced through assemblies, collective worship and staff interactions with pupils.
Pupils show kindness and goodness in the way they work and play with others. As a result, behaviour across the school, both in lessons and free time, is excellent.
Pupils in the older year groups take their responsibility as role models for the youn...ger children seriously.
They undertake their leadership roles with diligence and enthusiasm, making an active contribution to school life. This helps to create a family feel across the school in which pupils are kind to each other, regardless of difference.
Reading is a key focus at Low Moor.
Pupils read widely and often. They are keen to share what they have been reading recently. Leaders make sure that pupils whose reading falls behind are quickly helped to catch up and keep up with their peers.
Leaders are ambitious for all pupils to achieve their best. They ensure that pupils with special educational needs and/or disabilities (SEND) get the extra help they need. As a result, pupils achieve well.
What does the school do well and what does it need to do better?
The school has created an ambitious curriculum for all pupils. Staff provide appropriate adaptations to learning activities to enable all pupils to access the curriculum and succeed. Staff think carefully about what to teach and when.
This means that, in most subjects, pupils can talk about what they have learned over time. This is particularly strong in English and mathematics.
Leaders have reviewed the wider curriculum to provide a stronger focus on subjects other than English and mathematics.
These recent changes have better identified the building blocks of new knowledge that pupils need. However, in some subjects the school has not developed effective ways to help pupils to remember this new knowledge over time.
In contrast, the curriculum in the early years is consistently strong.
Staff work well with parents and local daycare settings to prepare children for Reception. The early years curriculum is carefully sequenced, expertly taught and well embedded. This leads to children knowing and remembering more.
Planned learning opportunities and staff interactions with children are of an exceptionally high quality. Children access learning activities independently. They sustain their focus and play with purpose.
Children leave the early years ready for learning in key stage 1 and beyond.
Leaders have designed an approach to assessment which tells teachers what they need to know about pupils' learning. They are mindful of teacher workload and have ensured that this is not overly burdensome.
Teachers use assessment information well alongside in-class assessment to plan pupils' next steps in learning.
Staff use assessment particularly well in phonics lessons. When pupils fall behind, staff provide expert support quickly.
The targeted nature and quality of this support means that pupils catch up quickly. Leaders provide additional support for those pupils whose phonics knowledge is less secure.
Leaders have designed a highly effective approach to the teaching of reading.
All staff are expertly trained and pupils regularly read books to adults that match the sounds pupils know. This helps pupils to become fluent readers.
Pupils' attitudes to learning are exemplary.
This is reflected in how hard they work and how well they behave in school. Most parents are supportive of the school. They ensure their children attend school regularly.
Parents particularly value the pastoral support which the school provides both to pupils and families. This proactive support helps to keep the school's attendance levels above the national averages.
Pupils enjoy their learning and value the range of opportunities that leaders provide to develop their talents and interests.
Pupils experience a range of new activities, such as visits from sports stars and skating on an ice rink set up in the school hall.
Governors take an active role in the school and know it well. They are supportive of leaders and share their passion and drive for the school to excel.
However, governors do not challenge leaders on how they evaluate standards in the school consistently well. This means that leaders' evaluation of some aspects of the school, including the curriculum, lacks precision.
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some foundation subjects, the school does not provide regular opportunities for pupils to review and embed their subject knowledge. This hinders pupils' ability to deepen their subject understanding. The school should devise a consistent approach to help pupils learn this content securely to ensure that pupils know and remember more over time.
Governors do not probe the information they receive on school performance well enough. This means they do not have a sufficiently accurate picture of some areas. The school should develop stronger systems to ensure that governors are able to better check the quality of the school's work.
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