Morelands Primary School

Name Morelands Primary School
Ofsted Inspection Rating Requires improvement
Address Crookhorn Lane, Purbrook, Waterlooville, PO7 5QL
Phone Number 02392253770
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 328 (53.4% boys 46.6% girls)
Number of Pupils per Teacher 17.1
Local Authority Hampshire
Percentage Free School Meals 26.8%
Percentage English is Not First Language 4%
Persistent Absence 6.4%
Pupils with SEN Support 13.5%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (26 February 2019)
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Information about this school

The school is larger than the average-sized primary school and has provision for children from age 4 to 11. The school has two dedicated provisions to support pupils with SEND. One caters for a total of 14 pupils across the primary age range with speech, language and communication needs. The second is a development and assessment provision which offers 10 places for children from their fourth birthdays whose needs have yet to be assessed. These children move to permanent placements during, or at the end of, key stage 1. Most pupils are of White British heritage and speak English as their first language. The proportion of pupils with SEND is just above the national average. The proportion of pupils who are eligible for the pupil premium is just below the national average. Over the past two years there has been a period of staffing changes at the school. The previous headteacher left last October and a new headteacher has been appointed to start from April 2019. In the interim, the deputy headteacher has led the school as acting headteacher. In addition, the governing body has just recruited several new members. The school has received a high level of support from the local authority to boost teaching, learning and assessment, early years and leadership and management.

Summary of key findings for parents and pupils

This is a school that requires improvement In the past, ineffective leadership and shortcomings in the quality of teaching, learning and assessment had caused standards to decline. New leaders? recently implemented tracking systems are too new to provide reliable and accurate information about pupils? progress. The quality of teaching and assessment is not consistently good across the school. Subject leaders are still developing the skills required to enable them to have an influence on teaching and learning across the curriculum. Systems to hold teachers to account for the progress that pupils make have not been sufficiently robust. The school?s regular outdoor learning activities are not sufficiently well planned to ensure that all groups of pupils are sufficiently challenged. Boys, disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) do not make enough progress in reading, writing or mathematics. Pupils? progress information is not used sufficiently well to inform the next steps of their learning. Consequently, pupils with low prior attainment can struggle to keep up, or the most able are not sufficiently challenged. In the early years, assessment is not used effectively. Areas inside and outside the classrooms are not sufficiently stimulating to boost children?s understanding of the topics being studied. Writing standards in Reception are not as high as they should be. Teachers? expectations in science and the foundation subjects are variable. As a result, pupils do not develop deep enough knowledge or necessary skills in these subjects. The school has the following strengths Morelands offers a warm and nurturing environment. Pupils are happy and feel safe. This term the new acting headteacher and his leadership team have wasted no time making some significant improvements. His leadership has given clearer vision, improved behaviour and motivated staff. Governors have reorganised and made new appointments. Working with the local authority, they have gained a much clearer understanding of the strengths and weaknesses of the school. Staff feel well supported and are proud to work at the school. They value training and want the best for the pupils they teach.