School etc

Moulsecoomb Primary School

Moulsecoomb Primary School
The Highway
East Sussex

phone: 01273 605700

headteacher: Mr Cgb Davies

school holidays: via Brighton and Hove council

334 pupils aged 2—10y mixed gender
607 pupils capacity: 55% full

180 boys 54%

≤ 284a54b54c55y226y257y248y219y2610y15

155 girls 46%

≤ 254b34c135y186y117y218y219y2110y27

Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Jan. 31, 2000
OSGB coordinates
Easting: 533160, Northing: 107367
GPS coordinates
Latitude: 50.85, Longitude: -0.10974
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 17, 2013
Region › Const. › Ward
South East › Brighton, Kemptown › Moulsecoomb and Bevendean
Urban > 10k - less sparse
Free school meals %

rooms to rent in Brighton

Schools nearby

  1. Moulsecoomb Junior School BN24PA
  2. 0.1 miles Moulsecoomb Infant School BN24SE
  3. 0.5 miles Homewood College BN17LA (42 pupils)
  4. 0.7 miles Hertford Junior School BN17FP (154 pupils)
  5. 0.7 miles Castledean School BN17FP
  6. 0.7 miles Uplands School BN17FP
  7. 0.7 miles The Cedar Centre BN17FP (78 pupils)
  8. 0.7 miles University of Brighton BN24AT
  9. 0.7 miles Brighton and Hove Pupil Referral Unit BN17FP (34 pupils)
  10. 0.8 miles Coombe Road Primary School BN24ED (307 pupils)
  11. 0.8 miles Bevendean Primary School BN24JP (407 pupils)
  12. 0.8 miles Falmer High School BN19PW
  13. 0.8 miles Brighton Aldridge Community Academy BN19PW (557 pupils)
  14. 0.8 miles Bilingual Primary School - Brighton & Hove BN19PW (138 pupils)
  15. 0.9 miles Coldean Junior School BN19EL
  16. 0.9 miles Hertford Infant and Nursery School BN17GF (215 pupils)
  17. 0.9 miles St Joseph's Catholic Primary School BN17BF (164 pupils)
  18. 1 mile Coldean Primary School BN19EN (373 pupils)
  19. 1.2 mile Carden Junior School BN18LJ
  20. 1.2 mile Carden Infant School BN18LU
  21. 1.2 mile St Martin's CofE Primary School BN23LJ (229 pupils)
  22. 1.2 mile Varndean School BN16NP (1334 pupils)
  23. 1.2 mile Fairlight Junior School BN23AG
  24. 1.2 mile Fairlight Infant School BN23AG

List of schools in Brighton

Moulsecoomb Primary School

The Highway, Brighton BN2 4PA

Inspection dates 17−18 January 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is good school
It is not yet an outstanding school because

Pupils make good progress because they are
Teaching is consistently good. Strong
Children progress well in the Early Years
Most pupils feel safe and behave well in
taught well. By the end of Year 6, they reach
broadly average standards in reading and
relationships exist between adults and pupils;
this ensures they thrive in a stimulating
environment benefiting from the exceptional
care provided.
Foundation Stage. As well as effective
teaching skills, children are helped to think
about what they are learning and to develop
the skill of working by themselves.
lessons and around the school.
Disabled pupils and those who have special
Leaders use information on pupils’ progress
The headteacher and members of the
Parents and carers, staff and pupils are full of

educational needs do well because their needs
are understood and they are extremely well
well to identify those who need further support
to accelerate their progress.
governing body communicate a clear vision
and a strong commitment to school
improvement, which is shared by all staff.
Senior leaders check the school’s performance
carefully and identify priority areas for further
improvement accurately.
praise for the school.
Pupils do not make enough progress in
Pupils’ use of punctuation and grammar
across subjects is underdeveloped. This
hinders the levels pupils reach.
Not all pupils make consistently rapid progress

throughout the school. Sometimes, the few
more-able pupils are not given hard enough

Information about this inspection

  • Inspectors observed 18 lessons taught by 15 teachers, of which 15 were jointly seen with the
    headteacher or deputy headteacher. In addition, the inspection team made five shorter visits to
    lessons and provision for pupils learning outside the classroom to focus on specific aspects.
  • No lessons were observed on the final afternoon due to the closure of the school earlier than
    planned because of severe weather.
  • Inspectors listened to pupils read, and visited an assembly.
  • Meetings were held with a group of pupils, the headteacher, senior and subject leaders, learning
    mentors and members of the governing body. There was a meeting with a representative of the
    local authority to discuss the range and impact of support provided for the school.
  • There were no responses from the Parent View online questionnaire. Inspectors looked at the
    school’s recent parent survey, spoke to 27 parents and carers while they were bringing or
    collecting their children from school and one email from a parent. No staff questionnaires were
  • The inspection team observed the school’s work, and looked at a number of documents,
    including the school’s information on pupils’ progress for the last three years and notes of visits
    made by the school improvement adviser. Inspectors looked at self-evaluation and school
    improvement documentation, planning, assessment information, documentation on the
    management of teachers’ performance, and school policies and records relating to behaviour,
    safety and attendance. The school’s safeguarding procedures were also evaluated.

Inspection team

Wendy Forbes, Lead inspector Additional inspector
Carolyn Steer Additional inspector
Vanessa Tomlinson Additional inspector

Full report

Information about this school

  • Moulsecoomb is larger than the average-sized primary school.
  • The Early Years Foundation Stage includes a part-time Nursery and two Reception classes. The
    Nursery offers the flexibility of attending for three full days or five mornings a week.
  • An above-average proportion of pupils are eligible for the pupil premium.
  • Most pupils are White British. The proportions of pupils from minority ethnic groups and those
    whose who speak English as an additional language are below average.
  • The proportion of disabled pupils and those who have special educational needs who are
    supported through school action, school action plus or have a statement of special educational
    needs is well above average.
  • The school meets the government’s floor standards, which set the minimum expectations for
    pupils’ attainment and progress in English and mathematics.
  • The school does not use any alternative provision. However, it works closely with the
    neighbouring Moulsecoomb Children’s Centre to ensure continuity for the children of the local
    community when they transfer to the school in the Early Years Foundation Stage.
  • The governing body manages a breakfast club.

What does the school need to do to improve further?

  • Accelerate pupils’ progress and raise the attainment in writing by:
    improving the teaching of basic literacy skills in order to strengthen pupils’ use and application
    of punctuation and grammar in their writing
    providing more opportunities to develop writing skills across all subjects.
  • Improve the proportion of outstanding teaching in order to quicken pupils’ progress, by ensuring
    that teachers provide more demanding activities for more-able pupils so that they take more
    responsibilities for their own learning.

Inspection judgements

The achievement of pupils is good
  • There has been an improvement since the previous inspection. Pupils achieve well across the
    school. Attainment in reading and mathematics has risen considerably, particularly the increased
    proportion of pupils reaching the higher levels of attainment in reading in Key Stage 2, and is
    now broadly average.
  • These improvements are as a result of teachers’ consistent and detailed analysis of pupils’
    abilities, the well-tailored support provided to drive improvement in reading and mathematics,
    and consistently good teaching.
  • Children join the school with skills and understanding well below that expected for their age.
    From this starting point, the progress made by pupils brings them to the level of attainment that
    is broadly average in reading and mathematics by the time they leave. This demonstrates that
    most children make good progress from their starting points.
  • In the Early Years Foundation Stage, children progress well in the three prime areas of
    communication and language, physical development and personal, social and emotional
    development as a result of very effective teaching and well-resourced play areas.
  • Pupils are taught phonics (letters and the sounds they make) systematically throughout the
    school. Years 1 to 6 pupils build successfully on their early reading skills and make good
    progress in reading. They effectively use a range of skills, including sounding out letters to read
    unfamiliar words.
  • Continued investment in the school library has heightened the focus on reading. Pupils take
    advantage of a wide range of opportunities for guided and supported reading and have a good
    understanding of how stories are structured.
  • Disabled pupils and those who have special educational needs make equally good progress as a
    result of accurate identification of their needs and very effective support provided.
  • Although pupils’ achievement is good overall, progress in writing is not as fast as reading and
    mathematics. This is because, until recently, there has not been enough emphasis on providing
    opportunities for pupils to develop their writing skills across the different subjects or developing
    key literacy skills of punctuation and grammar. As a result, writing attainment remains below
    average but is improving steadily.
  • Occasionally, a few more-able pupils do not make as much progress as they might when the
    work set is not hard enough for them.
  • The pupil premium funding is used well to develop literacy, numeracy and communication skills.
    Interventions provided have raised confidence levels and aspirations, helping to improve
    the achievement of these pupils, and close the gap with all pupils nationally.
The quality of teaching is good
  • The quality of teaching is consistently good, with some that is even better.
  • Teachers have high expectations of pupils and know their needs very well. Extremely positive
    relationships contribute to a stimulating atmosphere for learning. As one pupil said, ‘You can
    trust the teachers to help you learn well.’ A view equally shared by parents and carers.
  • Pupils enjoy learning because it is fun and most is challenging. Regular spoken and written
    feedback from teachers and other staff helps them understand how well they are doing and how
    to improve. This two-way process ensures teachers have a good understanding of how well
    pupils are doing and what makes them want to learn.
  • Special attention is given to enhancing classrooms by providing stimulating displays, low-level
    lighting, background music, and interactive resources and activities designed to take account of
    pupils’ wide range of learning styles.
  • Teachers plan thoroughly to ensure that there is ongoing development of pupils’ relevant skills.
    They use resources creatively to target pupils’ individual needs, including teaching assistants,
    learning mentors and specialist staff to ensure pupils make good progress in their learning.
  • On a few occasions, teaching does not provide enough opportunities for more-able pupils to
    work by themselves and take responsibility for their learning. This means that the progress of
    these few is slower than it might otherwise be.
  • Pupils’ awareness of spiritual, moral, social and cultural issues, and respect for people from
    different backgrounds, are promoted extremely well. Pupils are enthusiastic about opportunities
    to bring history alive by planting crops around the replica Iron Age Roundhouse built on the
    school field, looking after the school chickens and celebrating global diversity by learning to sing
    about ‘One World’ in assembly.
  • Inspection findings support the positive view of parents and carers who responded that their
    children are well taught.
The behaviour and safety of pupils are good
  • Pupils’ behaviour and attitudes towards their learning, and each other, are very positive.
    In lessons, they talk happily about their work, listening sensibly to each other’s opinions, and
    show respect for adults.
  • A strong feature of the school is the family spirit and the exceptional pastoral care provided for
    pupils. Adults are very effectively deployed to look after all pupils and to ensure they feel safe
    and well protected. Pupils indicate that they are ‘known and treated as individuals’. They feel
    confident in the adults around them and that there is always an adult they can go to if they are
    worried about anything.
  • Pupils with challenging behaviour receive very effective support so that they learn self-control.
    Adults show good understanding of the needs and use well-planned intervention to support
    pupils displaying behavioural or sometimes emotional difficulties.
  • The school successfully promotes equality of opportunity and ensures that there is no
    discrimination. Pupils from different backgrounds play together happily and support each other
    well in lessons.
  • Pupils have a good understanding of how to keep safe. They are well aware of the different
    forms of bullying such as name-calling and internet bullying, and say that bullying is not
    tolerated by the school and any is always dealt with effectively by staff.
  • The school council plays an active role in the school. For example, it helps to improve pupils’
    experiences at school, such as working with staff to develop ways in which their work is marked
    and improving playtimes. Playground buddies support younger pupils well, for example in
    teaching them how to play games and making sure there is always someone to play with.
  • Pupils are proud of their school. They enjoy learning and this is reflected in their good progress.
    Most attend regularly. However, a very small number of pupils do not attend school as regularly
    as they should and their progress is slower than it might otherwise be.
The leadership and management are good
  • The headteacher’s drive, energy and vision for improvement is shared by all staff. He is well
    supported by a very effective leadership team and governing body. This has ensured that
    initiatives such as the school’s focus on ‘active learning’ have continued to drive up attainment
    and improve progress.
  • Key issues from the previous inspection have been addressed well. The school has a good
    understanding of what needs to be improved further.
  • Leaders work collaboratively with staff and pupils to secure the best experiences for everyone
    who attends the school. All these factors show that the school has strong capacity to continue to
    improve at its present good pace.
  • The performance of staff is managed well. Leaders regularly visit lessons and meet with teachers
    individually to discuss and increase the progress being made in classrooms. They regularly check
    the quality of teaching, providing clear targets for teachers to improve their skills and pupils’
    progress. Records show that judgements on teachers’ performance and how well teachers are
    paid are appropriately linked to pupils’ progress.
  • Staff benefit from regular training which enables them to develop aspects of their teaching,
    which in turn improves pupils’ achievement.
  • The well-planned curriculum provides such memorable experiences as ‘Forest School’, and
    strengths in personal, social and health education enthuse pupils. Additionally, museum visits,
    theatre groups and workshops make learning exciting and enhance pupils’ spiritual, moral, social
    and cultural development.
  • Equal opportunities are embedded in every aspect of school life. Pupils achieve well and all staff
    are supported to perform at their best. Discrimination in this diverse school is not apparent.
  • The pupil premium is allocated carefully so it focuses on developing pupils’ key literacy and
    numeracy skills and personal development and well-being. Intervention programmes and
    targeted support from teaching assistants, learning mentors and an on-site social worker have
    all had a positive effect on pupils’ attainment and attitudes. As a result, these pupils make good
  • Proportionate support provided by the local authority for monitoring, consultancy and advice has
    helped to improve pupils’ achievement and continued to strengthen teaching and learning.
  • The governance of the school:
    The governing body provides good, effective support and challenge for the school and has a
    clear view of what it needs to do to improve further. Governors take part in appropriate
    training to continue to strengthen their knowledge and understanding such as how to track
    and analyse pupils’ performance. This ensures they have a good understanding of how well
    pupils are performing compared to similar types of schools nationally. Governors have a
    detailed understanding of how the pupil premium funding is spent and how it improves the
    progress of this group. They talk confidently and accurately about the quality of teaching.
    They ensure that systems to check the performance of teachers are robust and they
    understand the link between performance and teachers’ salary progression. Safeguarding is
    given high priority by governors. They ensure that the school complies with all requirements
    for safeguarding.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 1323028
Local authority Brighton and Hove
Inspection number 402531

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3−11
Gender of pupils Mixed
Number of pupils on the school roll 307
Appropriate authority The governing body
Chair Anne Meadows
Headteacher Charles Davies
Date of previous school inspection 27−28 April 2010
Telephone number 01273 605700
Fax number 01273 690595
Email address reveal email: off…


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