Moat House Primary School


Name Moat House Primary School
Website http://www.moathouse.coventry.sch.uk/
Ofsted Inspection Rating Good
Address Deedmore Road, Coventry, CV2 1EQ
Phone Number 02476612073
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 438 (48.2% boys 51.8% girls)
Number of Pupils per Teacher 19.8
Local Authority Coventry
Percentage Free School Meals 42.9%
Percentage English is Not First Language 47.8%
Persisitent Absence 17.8%
Pupils with SEN Support 12.8%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (09 July 2019)
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Information about this school

Moat House Primary is a larger than average-sized primary school. The school has a Nursery, providing part-time morning and afternoon places. Pupils come from a range of different ethnic backgrounds. The proportion of disadvantaged pupils is above average. The proportion of pupils who speak English as an additional language is above the national average. The proportion of pupils with SEND is above the national average. The proportion of pupils who have an education, health and care plan is above the national average. The school has a breakfast club. This provision is managed by the governing body.

Summary of key findings for parents and pupils

This is a good school The headteacher has an ambitious vision for the school and is determined to see it succeed. Leaders, staff and pupils share his views. Pupils are proud to attend Moat House Primary and they enjoy welcoming visitors to their school. The quality of teaching is good. Teachers’ subject knowledge is secure. Their effective use of questioning ensures that most pupils deepen their learning. Pupils say, ‘Every day we learn new things.’ The governing body supports and challenges the school. Governors have a clear understanding of the difficulties the school faces and they are determined in their actions to pursue improvements. Pupils with special educational needs and/or disabilities (SEND) are making good progress because they are well supported. Attainment in reading and mathematics is rising rapidly and moving securely towards that seen nationally. Pupils are making up quickly for weak teaching in the past. Children in early years get off to a good start. They make strong progress. Parents and carers are positive about all aspects of the school. They appreciate the welcoming atmosphere. Arrangements to keep pupils safe are effective. Robust systems and procedures are in place. Pupils are well cared for, and a proactive culture of safeguarding permeates the school. Phonics teaching is strong in the early years and key stage 1. Home reading books are matched correctly to pupils’ reading abilities. However, across the school, too few pupils display a love of reading. In writing and mathematics, pupils have a wide range of opportunities to develop and apply their knowledge and skills. However, work set does not always challenge the most able pupils. Leaders have a clear rationale for the curriculum. It offers pupils a wide range of interesting and engaging learning experiences. However, the development of knowledge and skills in science is not taught in a carefully planned sequence. Despite the school’s best efforts, attendance remains below the national average. This is a result of factors outside of the school’s control. The school has robust systems in place to promote attendance and tackle absence.