Moor First School

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About Moor First School

Name Moor First School
Ofsted Inspections
Headteacher Mrs Victoria Atherton
Address School Lane, Biddulph Moor, Stoke-on-Trent, ST8 7HR
Phone Number 01782512350
Phase Primary
Type Foundation school
Age Range 3-9
Religious Character Does not apply
Gender Mixed
Number of Pupils 76
Local Authority Staffordshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to be part of Moor First School. They are friendly and welcoming and make the school a happy place to learn. Pupils and staff get on well together.

Pupils say that they enjoy coming to school and that they feel safe. They enjoy talking about and sharing their learning. Pupils do not worry about bullying.

If it does happen, they trust adults to resolve it so that it does not happen again.

Pupils study a broad range of subjects and are interested in what they are learning. However, leaders have not ensured that teachers' delivery of the curriculum is as good as it could be.

Some teachers do not know how well pupils have learned importa...nt parts of the curriculum. This means they cannot provide timely support to pupils who need it. This has an impact on pupils' future learning.

Pupils listen respectfully to staff and their peers in lessons. Pupils know about democracy and how to be tolerant of others. Pupils enjoy attending a range of lunchtime and after-school activities, including eco and gymnastics clubs.

Pupils regularly take part in community events. They also support charities, including Children in Need, and lead an annual harvest festival.

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

Leaders have designed a well-structured and sequenced curriculum in all subject areas.

For example, in mathematics, leaders have considered the important building blocks that pupils need to know and remember and the order in which they should learn them. In history and science, for example, pupils enjoy many trips and experiments that bring the curriculum to life. Such activities help them to deepen their understanding of these subjects.

However, staff do not implement the curriculum consistently well. In addition, leaders do not do enough to check on how well pupils are learning in lessons. Consequently, leaders do not offer timely support to staff because they do not know where and when staff need it.

This restricts leaders' work to address the shortcomings that exist.

Leaders have recently introduced a new phonics scheme. Staff are still getting used to this and it is not well embedded.

Currently, some staff do not have the expertise to teach early reading effectively. This means the delivery of phonics is inconsistent, and not all pupils are being supported to read with confidence or accuracy. Those pupils who have learned to read are provided with appropriate reading materials.

They read for pleasure, both at school and at home.

In the early years, leaders have not thought carefully enough about what children should learn. Staff do not develop children's vocabulary and engage in constructive dialogue with the children often enough.

As a result of this, some children are not sufficiently well prepared for the move into key stage 1.

Most pupils attend school well. Leaders make sure that families that need support to improve their children's attendance get the help they need.

Pupils want to do well and behave well in lessons. They show an interest in the topics covered and are keen to answer and ask relevant questions.

Leaders provide pupils with a wide range of enrichment opportunities at lunchtime and after school.

Many pupils attend clubs, including sporting, academic and creative clubs. Pupils can take on leadership roles in a range of areas, starting from the early years through to key stage 2. Pupils talk confidently about fundamental British values and understand their importance.

They learn about different religions and take part in a 'faith in focus' week. The curriculum is enhanced by many trips that pupils enjoy and remember. Pupils regularly take part in a variety of community events.

They also support national and local charities, including the local community food bank. They take on a range of additional responsibilities, such as becoming a school councillor or a playground pal.

Staff identify pupils with special educational needs and/or disabilities (SEND).

Leaders work well with staff and parents to put suitable plans in place to support pupils with SEND. They ensure that these pupils receive support that is well matched to their needs.

Staff are proud to work at the school.

Staff say that leaders support them well. They appreciate leaders' actions to reduce their workload. Governors know the school well.

They want pupils to succeed. They provide suitable challenge and support and acknowledge that there is more work to do to improve the school.


The arrangements for safeguarding are effective.

Staff ensure that pupils are well looked after and supported. Leaders provide staff with effective safeguarding training. This means that staff can readily identify pupils at risk of harm.

They make sure that they complete all the required checks on adults before they start work at the school. Leaders ensure the school site is safe and that pupils are well supervised.

Pupils feel safe in school and can talk to an adult or a 'well-being warrior' if anything is worrying them.

They have a good understanding of how to keep themselves safe, both in the local area and when using the internet.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not ensured that teachers and support staff teach phonics consistently well. As a result, pupils do not quickly gain the knowledge they need to become confident and fluent readers.

Leaders should ensure that all staff involved in teaching phonics know how to deliver the curriculum effectively and consistently. They should do this so that all pupils make the best possible progress with early reading. ? Expectations of what children in the early years can do are too low.

Leaders have focused on the activities that children do rather than what they should be learning. As a result, children are often engaged in activities that are not linked with the intended curriculum. Leaders should set out what pupils should learn in the early years and ensure that staff know and follow the intended curriculum.

• Leaders have not ensured that assessment is used well enough to identify and address gaps in pupils' knowledge. As a result, pupils do not achieve the best possible outcomes. Leaders should make improvements to assessment so that it is used effectively to inform pupils' learning across the curriculum.

• Leaders have not checked that the curriculum is being delivered as well as they intend. This has resulted in significant variability in how well staff teach it. Leaders should ensure staff have sufficient guidance and support to improve their delivery of the curriculum.

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