|Name||Moseley Primary School|
|Ofsted Inspection Rating||Good|
|Address||Moseley Avenue, Coundon, Coventry, CV6 1AB|
|Religious Character||Does Not Apply|
|Number of Pupils||495 (48.9% boys 51.1% girls)|
|Number of Pupils per Teacher||23.0|
|Percentage Free School Meals||14.3%|
|Percentage English is Not First Language||29.3%|
|Pupils with SEN Support||14.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (05 February 2014)
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Information about this school
The school is a larger-than-average sized primary school. Over half of pupils are from minority ethnic groups. Around a quarter of pupils are of Pakistani heritage. Indian pupils comprise the next largest group. Around a third of pupils speak English as an additional language. Some pupils are at an early stage of learning to speak English. The proportion of pupils who are known to be eligible for free school meals and who are supported by the pupil premium is above average. The pupil premium is additional government funding provided for pupils in local authority care, those from armed forces families and those known to be eligible for free school meals. The proportion of pupils supported through school action is below the national average and the proportion supported at school action plus or with a statement of special educational needs is broadly average. This includes pupils with moderate learning difficulties, those with speech, language and communication difficulties and some with autistic spectrum conditions. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. The school is part of a group of local schools who make up a learning network and share best practice.
Summary of key findings for parents and pupils
This is a good school. Pupils enjoy school and learn well in lessons. Pupils make good progress in English and mathematics. The headteacher and deputy headteacher provide effective leadership. They know what needs to be done to improve the school even further. Parents are very positive about the school and the staff. They are confident that their children are safe and that they are well taught and make good progress. Pupils behave well in lessons and at break times. Senior leaders make appropriate checks on the quality of teaching and learning in English and mathematics and set ambitious targets for improvement. Teachers benefit from good professional training to improve their skills. Consequently, teaching is good and standards are rising. Governors provide school leaders with a good level of challenge and support. It is not yet an outstanding school because : There are few opportunities for pupils to apply their mathematical knowledge in problem-solving activities. Although progress in writing is good overall, not enough pupils make rapid progress in grammar, spelling and punctuation. Not all subject leaders use information about pupils’ progress effectively to evaluate the achievement of different groups of pupils. Systems for managing performance do not hold subject leaders to account for their areas of responsibility.