Moldgreen Community Primary School

What Ofsted said

From the inspection on 26 April 2022

Pupils feel safe and are happy to come to school. Warm relationships are evident across all classes. From the youngest children in the early years to pupils in Year 6, pupils are taught to respect each other and play nicely together. Older pupils say, 'It's what's on the inside that counts.' Pupils celebrate difference. Adults act as excellent role models for respectful relationships. Adults teach pupils about British values to help them to become valuable citizens in today's world. Pupils have a very good understanding of what it means to have British values. Everybody has high expectations of how they should behave. Pupils say that although there is some name-calling, and that a few pupils very occasionally disrupt learning, teachers deal with it and address any issues or concerns they have. Pupils access a well-planned and well-taught curriculum. Pupils develop a sound understanding of complex vocabulary. They are highly articulate in explaining what something means.

What the school should improve

• Some pupils, particularly those in key stage 2, lack fluency and automaticity in their reading. Teachers and teaching assistants often interrupt the flow of pupils' reading, asking questions, for example, about diagraphs, illustrations or comprehension. Teachers and teaching assistants need training in how to support pupils in building fluency and automaticity in their reading. They need to focus clearly on the learning intention in each reading session and ensure that support and feedback to pupils is valuable and relevant to learning to decode.
• The information governors receive from leaders about the effect of the curriculum in subjects other than English and mathematics is limited. This is because middle leaders do not have a complete picture of the subject they lead, as they do not quality assure all aspects. This also makes it difficult for middle leaders to identify where colleagues may need support in improving the delivery of the curriculum. Senior leaders need to ensure that middle leaders get appropriate opportunities to visit lessons, speak to pupils about their learning and support colleagues in the delivery of their subject. They then need to ensure this information is shared with governors so they too can support and challenge where any strengths and weaknesses may lie. Governors need to have systems in place to ensure that the information they receive about the foundation curriculum is accurate.

Read the full Ofsted report (opens in a new tab)