New Moston Primary School

What Ofsted said

From the inspection on 26 November 2024

Pupils enjoy coming to school. They have positive relationships with staff, which helps them to feel valued. Pupils know whom to speak to if they feel concerned or worried. They are confident that trusted adults will keep them safe. The school provides experiences to develop pupils' character. Opportunities include a journalism group, being pen pals with residents in a local care home and residential experiences. These help pupils to develop confidence. Pupils have a voice in the clubs on offer. For example, they requested the school run a skateboarding club. This helps the offer to be broad, interesting and fun for them. The school aspires for all pupils, including those with special educational needs and/or disabilities (SEND), to achieve well. In the early years, children receive a strong start to their learning and development. However, the school's ambition for pupils is not fully realised across the rest of the school. Pupils are not as well prepared for the next stage of their education as they should be. Most pupils live up to the school's high expectations for their behaviour. Pupils know the school rules. They show respect towards adults and one another. They learn and play together kindly. The school provides sensitive and effective support for those pupils who struggle to manage their own behaviour.

What the school should improve

• Some subject leaders lack the expertise to develop and improve their subject curriculums. This means, in some subjects, there is a lack of clarity about what precisely should be taught and when. As a result, pupils do not learn and achieve as well as they should. The school should ensure that all subject leaders have the knowledge and expertise to lead their subjects effectively.
• The school does not always provide enough opportunities for pupils to practise basic skills in reading and writing. This means pupils do not develop these skills as well as expected. The school should ensure that all teachers provide pupils with the opportunity to practise these basic skills regularly.
• In some subjects, the school does not routinely check what pupils have learned. This means gaps in pupils' knowledge remain. The school should ensure teachers check pupils' understanding regularly and provide opportunities to revisit prior learning to support pupils' understanding and learning over time.
• Some parents do not feel well informed about the rationale for the school's decisions, particularly regarding SEND provision. This means some parents do not feel they can work in partnership with the school. The school should consider more effective ways of communicating with parents to ensure they feel better informed about key decisions and priorities that affect their children's education.
• The school has implemented strategies to support staff well-being. However, these are not yet fully effective. As a result, some staff have workload concerns. The school should support staff in managing their workload and improving their well-being.
• Governors do not routinely challenge the school about the quality of education. This limits their impact on school improvement. Governors should ensure that they access appropriate training and support to enable them to hold leaders to account effectively.

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