Moston Fields Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leaders and governors provide clear direction for the school. This has led to significant improvement in all aspects of the school's work. Leaders' improvement plans identify accurate priorities for development.

Actions are carefully monitored at regular intervals and the impact on outcomes is evaluated. Middle leaders receive effective training to enable them to lead their subjects well. They use ongoing assessment successfully to improve pupils' progress.

Additional funding is used effectively to ensure that pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils make strong progress. Pupils in all year... groups enjoy reading. They read a wide range of books, which contributes to the good progress that they make.

Pupils' progress in writing and mathematics is strong. This is because teachers provide well-planned opportunities for pupils to practise their skills across the curriculum. Teaching across the school is good and some is highly effective.

Teachers have secure subject knowledge and plan lessons that excite pupils, ensuring that they are eager to learn. Pupils' behaviour is good. They are polite and show respect to each other.

Relationships between pupils and adults are positive. The focus on pupils' individual rights and respect for all is evident in every aspect of the school's work. Learning in the early years is good.

Leaders' expectations are high and children's progress is strong. They are prepared well for Year 1. School leaders provide a rich and exciting curriculum.

This contributes effectively to the improving progress that pupils are making. Absence and persistent absence have reduced significantly for all groups of pupils due to leaders' effective strategies. Pupils' outcomes are improving quickly across the school.

Teachers typically use assessment well to plan the next steps in pupils' learning. However, the most able pupils do not make the progress they should, and strong teaching has not had time to fully compensate for previous gaps in their learning. Despite making good progress, pupils, especially in upper key stage 2, have a way to go to overcome previous underachievement.

Information about this school

This is a larger-than-average sized primary school. The proportion of pupils supported by pupil premium funding is higher than the national average. The proportion of pupils with SEND is in line with the national average.

The proportion of pupils from minority ethnic groups is higher than the national average. The proportion of pupils who speak English as an additional language is also higher than the national average. The headteacher took up post in January 2017, with the deputy headteachers taking up their posts in April and September 2017.

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