Moorfield Primary School

What Ofsted said

From the inspection on 19 May 2026

Pupils are happy to arrive in the morning, and they settle quickly to the routines of the day. They enjoy talking about the things they have been learning, such as the Mayan civilisation in Mexico and the Romans in Chester. Pupils enjoy lessons such as orienteering, where they develop their mathematical skills outdoors. In some lessons, pupils work with scientists to develop their investigation skills. During their time in school, pupils progress through the carefully sequenced curriculum, learning new things year on year. This means that they are ready to move on to secondary school at the end of Year 6. Pupils, including those in special educational needs (SEN) unit, learn in a way and at a pace that is appropriate for them. Some pupils receive the support and adaptations they need to learn alongside their peers. Others have an individual curriculum designed carefully just for them. Pupils with special educational needs and/or disabilities make progress from their individual starting points. Pupils take on leadership roles and are included in decision-making. For example, they helped design the school badge and are involved in developing plans for the new school building. Pupils take part in many activities that extend beyond the classroom. They represent the school in competitive sports, such as athletics and cricket. Older pupils have the opportunity to go on a residential trip where they build confidence and resilience. Pupils enjoy warm professional relationships with staff. This includes pupils in the SEN unit, who are welcomed each morning with a happy smile. These relationships are central to pupils’ wellbeing throughout the school day. Pupils behave well around school. They are confident that any issues, such as bullying, would be sorted out quickly and effectively by staff. Pupils feel safe in school and attend well.

What the school should improve

• Leaders should continue to develop the teaching of writing so that pupils develop greater accuracy and expertise and are able to apply this knowledge effectively.
• Leaders should ensure that all pupils, particularly those facing disadvantage, have equitable access to all aspects of school life.
• Leaders should continue to ensure that staff consistently maximise opportunities for high-quality interactions with children in the early years so that children develop and deepen their language and vocabulary securely.

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