Mossley CofE Primary School

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About Mossley CofE Primary School

Name Mossley CofE Primary School
Ofsted Inspections
Headteacher Mrs Helen Harrison
Address Boundary Lane, Congleton, CW12 3JA
Phone Number 01260272451
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 427
Local Authority Cheshire East
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at Mossley Church of England Primary School. They respect each other and the staff. They embrace the school's Christian ethos.

Pupils told us that they always feel safe and that they love coming to school. They know that staff care about them. Pupils feel able to confide in adults if they have the slightest of concerns.

Behaviour, including in early years, is exemplary. Pupils told us that they like to find out new things. They enjoy art and carrying out investigations in science.

They thrive on challenges and said that work in class is always interesting and usually makes them think hard.Pupils who spoke with us were adamant that bullying ne...ver happens. They said that this is because, 'we all get on and look after each other.'

Pupils are excellent ambassadors for the school. They demonstrate their good citizenship as play leaders, worship and safeguarding group members, and school captains.Pupils enjoy expressing their creativity in guitar, piano, violin and singing clubs.

They are passionate about sports. Pupils excel in swimming, cross-country, football, rugby and hockey. They have won numerous awards and trophies for these sports.

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

Leaders, governors and teachers have improved the quality of education since the previous inspection. Most notably, they have improved pupils' achievement in reading, writing and mathematics. Pupils also do well in subjects such as science, geography and history.

Leaders have worked closely with subject specialists to ensure that an ambitious and effective curriculum is in place for all pupils.Leaders have designed the curriculum well to ensure that pupils make strong progress in their learning. Visits to museums, zoos and historic towns, such as Chester and York, ignite pupils' interests and bring the curriculum to life.

Leaders train staff well so that they have a secure knowledge of the subjects that they teach. Teachers understand how the curriculum is shaped and they understand what all pupils should know and be able to do by the end of each topic.In art, leaders have a clear plan that shows what pupils need to learn and when.

For example, in key stage 1, pupils use different brushes and create artwork using various textures and materials. However, leaders have only recently revised the art curriculum. They are in the process of providing training for all staff so that they can ensure that pupils gain a strong knowledge of this subject.

Leaders give a high priority to reading. There are daily phonics lessons in the Reception classes and across key stage 1. All pupils read every day.

Most pupils read fluently and with good diction. Older pupils are familiar with the work of a wide range of authors and some poets. They enjoy reading science fiction, and adventure and factual books.

Pupils with special educational needs and/or disabilities (SEND) get the support they need in a timely way. Teachers and teaching assistants check how well pupils are doing. They work closely with the special educational needs coordinator to make sure that pupils with SEND engage in learning and achieve their best.

The quality of early years provision is good. Staff use stimulating indoor and outdoor learning areas to develop children's skills and knowledge. Many opportunities are available for children to engage in creative activities such as music and art.

They enjoy exploring the world around them, role play and using technology. Children have strong bonds with staff and are looked after well.Children follow rules closely and are cooperative and curious.

They benefit from an interesting and engaging curriculum, which helps them to acquire the knowledge they need. Teaching enables children to learn well. This is especially true in early reading, writing and mathematics, as well as phonics.

Children enjoy rhyming and counting games, for example, which help to consolidate their learning.Pupils' behaviour is exemplary. Pupils have consistently positive attitudes to their education.

They have high levels of self-control. Pupils are respectful towards staff and their peers. Older pupils are excellent role models for their younger peers in key stage 1.

Leaders' work to develop pupils' personal and social skills is excellent. Pupils have highly positive attitudes to learning. Staff give pupils leadership opportunities, such as organising fund-raising activities for worthy causes.

Pupils are considerate and thoughtful. They are very appreciative of the culturally diverse nature of British society.Staff morale is high.

Staff work effectively to make sure that pupils achieve well. They are of the view that the school has improved since the previous inspection. They enjoy working at the school and told inspectors that leaders are considerate of their well-being.


The arrangements for safeguarding are effective.All staff understand the risks that pupils may face. Staff are vigilant and well trained.

They know how to recognise the possible signs of abuse or neglect.Leaders teach pupils about how to stay safe. They use a range of subjects in the curriculum to do this.

For instance, pupils find out about how to use the internet safely. They also learn about the dangers of radicalisation, extremism and exploitation.Designated safeguarding leads are highly trained for their roles.

They work closely with various agencies to ensure that pupils who need support receive it promptly.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Since the previous inspection, leaders have ensured that almost all curriculum plans carefully detail what pupils should know and understand as they progress from Reception Year to Year 6. However, they have only recently put a new curriculum plan in place for art.

Teachers are not fully familiar with the revised expectations for this subject. Leaders need to see to it that, in art, all teachers have a strong understanding of what pupils need to know and when. This is in order to ensure that pupils know more and remember more in this subject.

Also at this postcode
Mossley Pre-School

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