phone: 01606 288388
headteacher: Miss Jane Birch Ba Hons
210 pupils capacity: 96% full
110 boys 55%
90 girls 45%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 365534, Northing: 369757
- GPS coordinates
- Latitude: 53.224, Longitude: -2.5177
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 10, 2013
- Region › Const. › Ward
- North West › Eddisbury › Davenham and Moulton
- Town and Fringe - less sparse
- Free school meals %
- 0.7 miles Davenham CofE Primary School CW98JW (273 pupils)
- 1.3 mile The County High School Leftwich CW98EZ
- 1.3 mile The County High School Leftwich CW98EZ (933 pupils)
- 1.4 mile Leftwich Community Primary School CW98DH (194 pupils)
- 1.5 mile Kingsmead Primary School CW98WA (217 pupils)
- 1.6 mile Cloughwood School CW81NU
- 1.6 mile Cloughwood Academy CW81NU (54 pupils)
- 1.7 mile Hartford Primary School CW81NA (416 pupils)
- 1.7 mile Hartford Manor Community Primary School CW81NU (325 pupils)
- 1.7 mile Whitegate CofE Primary School CW82AY (120 pupils)
- 1.7 mile St Nicholas Catholic High School CW81JW (1204 pupils)
- 1.7 mile St Wilfrid's Catholic Primary School CW81JW (337 pupils)
- 1.7 mile Greenbank School CW81LD (88 pupils)
- 1.9 mile Hartford High School A Specialist Languages and Sports College CW81LH
- 1.9 mile Mid-Cheshire College of Further Education CW81LJ
- 1.9 mile Sir John Deane's College CW98AF
- 1.9 mile Hartford Church of England High School CW81LH (873 pupils)
- 2 miles Leaf Lane Infant and Nursery School CW73EG
- 2 miles The Grange School CW81LU (1163 pupils)
- 2.1 miles Willow Wood Community Junior School CW73HN
- 2.1 miles Willow Wood Nursery and Infant School CW73HN
- 2.1 miles The Verdin High School CW72BT
- 2.1 miles Willow Wood Community Primary School CW73HN (244 pupils)
- 2.1 miles The Winsford Academy CW72BT (1028 pupils)
School Lane, Moulton, Northwich, Cheshire, CW9 8PD
|Inspection dates||10–11 July 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils’ behaviour is exemplary and |
Attendance is above average and has
Children get off to a good start in the
contributes strongly to their good learning.
Strong relationships and a positive ethos
ensure that pupils feel very safe in school.
Reception class and continue to make good
progress across all key stages. Pupils reach
standards in English and mathematics which
are above national average by the end of
| Teaching is now consistently good and some is |
The school is well led by the headteacher.
Governors are highly supportive of the school
outstanding. This is leading to improvements in
pupils’ achievement across all classes.
Together with senior leaders and governors
she has a clear view of how well the school is
doing and what it needs to do to improve the
quality of teaching and pupils’ achievement
and provide good challenge to ensure that the
school continues to improve.
| Not enough teaching is outstanding and |
Marking does not consistently give pupils
activities are not always matched well enough
to pupils’ needs.
clear guidance on how to improve.
| There are not enough opportunities for pupils |
Teachers do not always ask pupils questions
to apply their mathematical skills to solving
which challenge them and make them think
about and explain their understanding.
Information about this inspection
- Inspectors observed 15 lessons or parts of lessons. In addition, they also made a number of
short visits to lessons and small group sessions.
- The inspectors listened to pupils from four different year groups read, and talked with them and
other groups of pupils about their lessons and school life.
- Meetings were held with the headteacher, senior and middle leaders, representatives of the
governing body and a representative of the local authority.
- The inspectors observed the school’s work and scrutinised documentation relating to pupils’
progress and to school management, including the arrangements to ensure safeguarding.
- Inspectors took account of the 63 responses to the online questionnaire Parent View, school
questionnaires completed by staff and outcomes from the school's consultations with parents.
|Vanessa MacDonald, Lead inspector||Additional Inspector|
|Bimla Kumari||Additional Inspector|
Information about this school
- Moulton School is smaller than the average-sized primary school. The majority of pupils are of
White British heritage. A small number of pupils are from minority ethnic backgrounds and none
speaks English as an additional language.
- The proportion of disabled pupils and those with special educational needs supported through
school action is above average. The proportion of pupils supported at school action plus or with
a statement of special educational needs is below average.
- The proportion of pupils known to be eligible for the pupil premium, including those known to be
eligible for free school meals, is below the national average. (The pupil premium is additional
funding for those pupils who are known to be eligible for free school meals, children from service
families and those children that are looked after.)
- The school met the government’s current floor standards in 2012, which set the minimum
expectations for attainment and progress.
- Since the last inspection, there have been changes to staffing including to the senior leadership.
The headteacher and deputy headteacher were not in post at the time of the last inspection.
- The school runs a breakfast club for its pupils.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching in order to further accelerate progress by:
making sure that activities set for pupils are precisely matched to their individual needs
ensuring that marking consistently gives pupils clear guidance on how to improve their work
consistently using challenging questions that extend pupils’ thinking skills
giving pupils more opportunities to use and apply their mathematical skills in solving problems.
|The achievement of pupils||is good|
- The skills of children who start the Early Years Foundation Stage vary year on year. In literacy
and personal and social development a substantial proportion of children start school with skills
below those expected for their age. Children make good progress through Reception due to the
good teaching and well-established routines.
- This good progress continues throughout both Key Stage 1 and 2. Attainment at the end of Key
Stage 1 is above average and by the end of Key Stage 2 pupils leave with standards in English
and mathematics that are usually well above the national average.
- Attainment at the end of Year 6 dipped last year, particularly in the numbers reaching the higher
levels in reading and mathematics. The most recent data shows that attainment has improved
with the vast majority of current Year 6 pupils working at national expectations. The proportion
of pupils working at higher levels has increased, particularly in reading and mathematics.
- The teaching of reading is good and younger pupils show a good use of their knowledge of
letters and the sounds they make to read words. Pupils of all ages enjoy reading. New
technology is used effectively to promote this. Results from the phonics check last year were
above national averages and the most recent results show that this has been improved upon.
- Pupils’ progress has varied between classes over time. Recent changes to staffing and current
school data show that progress is now more consistent across all classes with the majority of
pupils making good and in some cases outstanding progress. This has resulted in improvements
in the achievement of all pupils, particularly in writing. The school has improved the quality of
marking of writing and has extended opportunities for pupils to write for different purposes and
in different subjects.
- Pupils’ attainment in mathematics is above national levels at both key stages and progress is
good, with the proportions making more than expected progress similar to national figures. This
is because skills are taught systematically, though there are not enough opportunities to practise
these to solve problems.
- The school has made very good use of its small allocation of funding for pupil premium. Last
year, the attainment of the small number of pupils known to be eligible for this funding was
about a term below the level of those not known to be eligible, their progress was good. This
year school data shows that the attainment of most pupils eligible for free school meals is at
similar levels to those not eligible and their progress is good.
- The vast majority of pupils who are disabled and those with special educational needs make at
least good progress and some make outstanding progress, particularly in reading and writing
because of the well-targeted support they receive from skilled teaching assistants.
- The intervention groups and support in class provided for all groups of pupils shows the school’s
strong commitment to equality of opportunity and tackling discrimination.
|The quality of teaching||is good|
- Teaching is good overall and some is outstanding. In the Early Years Foundation Stage children
are actively engaged in their learning and there is a good balance between the activities which
children pick for themselves and those which are led by adults. Children make good progress
because of good teaching, which develops their skills well.
- Teachers have good subject knowledge and check on pupils’ progress throughout the lesson.
Although teachers regularly question pupils and give them opportunities to discuss their ideas
with others, they do not always challenge pupils enough through their questioning to develop
pupils’ thinking skills further.
- In the best lessons teaching is very well organised and planned so that pupils make rapid gains
in their learning. Pupils are keen to learn and are readily engaged in the tasks set for them.
However, activities are not always matched well enough to pupils’ different abilities, with some
finding them too easy or too hard, and this sometimes slows their pace of learning.
- Relationships with all members of staff are excellent and pupils are given a good range of
opportunities to work cooperatively together, and to share their learning and understanding. For
example, in a Year 6 lesson, pupils used programming software to programme a ‘sprite’. They
worked effectively in pairs to develop their understanding. Learning was further enhanced as
individual pupils taught the class how to use functions they had discovered.
- Teaching assistants are used effectively to support pupils, particularly those who have special
educational needs. They work well with individuals and small groups to ensure they make at
least good progress.
- Advice to pupils on how to improve their work through marking has improved over time and
there are some excellent examples in comments on their writing. In the best examples teachers
give pupils clear guidance on how to improve and they have an opportunity to respond to this,
which improves their standard of work. However, this is not yet consistent across all classes or
- Pupils develop their mathematical skills well. In a Year 2, lesson pupils were applying these to a
problem-solving activity, having to estimate the size of paper and string needed to wrap a parcel
and then working out the cost of this. However, there are not yet enough opportunities for
pupils to use and apply their mathematical skills to solve problems.
|The behaviour and safety of pupils||are outstanding|
- Pupils’ behaviour is exemplary in all areas of the school. They are polite and well-mannered and
are very supportive of one another. For example, one older pupil tactfully reminded a younger
one about using their manners in breakfast club.
- Pupils take on their responsibilities with pride, such as by becoming infant buddies and
gardeners. The school council is active in making improvements in areas such as developing
behaviour systems, raising awareness of bullying and raising money. The school council reports
regularly to the governing body on its ideas, such as the codes for behaviour.
- Pupils feel very safe in school and describe it as a place where ‘everyone is kind’ and ‘you have
lots of friends’. They are very aware of how to keep themselves safe and of the different types
of bullying, including cyber bullying and prejudice-based bullying. For example, Year 6 pupils
were interviewed by a journalist about their views on this and provided mature answers. They
say that bullying is very rare and that any incidents are quickly dealt with.
- Pupils thoroughly enjoy school and their attendance is above average. They thrive on the
different opportunities they have in music, art and sports, and the contribution they make to the
local community. Pupils proudly showed the inspectors the school chickens and the eggs for
sale, their well-tended vegetable garden and the scarecrow created for the village celebrations.
- Pupils work and play cooperatively, showing care and consideration for one another and listening
attentively to each other’s opinions. They have a good appreciation of different religions and
cultures, which promotes their spiritual, moral, social and cultural development very well.
- The responses to Parent View indicate that the vast majority of parents agree that their children
are very safe at school and exceptionally well looked after.
|The leadership and management||are good|
- The headteacher has a clear vision for continued school improvement, having an accurate
picture of what the school needs to do to improve further. She has managed changes to staffing
well, developing senior leaders and creating a highly motivated staff who share her
determination to achieve the best for all pupils.
- There are regular checks on the quality of teaching by senior leaders, which have led to
improvements through focused support and training. Teaching is now consistently good across
all classes, resulting in more consistent and improved achievement across all classes.
Performance-management targets and salary increases are clearly linked to pupils’ outcomes.
- Systems to track pupils’ progress have improved, making the checks on pupils’ progress more
focused. This, linked with regular meetings with teachers and on-going checks on pupils’
performance, ensures that any signs of underachievement are dealt with swiftly through specific
additional support. The more recent training in and delivery of specific interventions has had a
very positive impact on pupils’ writing, for example.
- Subject leaders have a good knowledge of performance in their different areas and have action
plans which are derived from a range of information, such as checking on the quality of planning
and work and pupils’ views.
- The local authority provides light touch support and training, for example, in developing Early
Years Foundation Stage practice.
- The curriculum provides a wide range of additional opportunities for pupils to extend their
learning through different visits and visitors, and pupils particularly enjoy the residential visits
which occur each year from Year 2.
- The school provides parents with information through its learning platform and weekly
newsletters and welcomes parents in to school for events such as the regular class assemblies
and productions and as reading volunteers.
- Safeguarding policies and procedures are fully in place and give no cause for concern.
- The governance of the school:
Governors are highly supportive of the school and use their skills and knowledge to support
the school in its areas of development. They are well aware of the school’s strengths and
priorities for development, including how to develop their role further. Through regular reports
from the headteacher they are well informed about the quality of teaching and the
performance of the different groups of pupils. They have a good understanding of how staff
performance is related to pay decisions and are involved in setting challenging targets for the
headteacher. Governors undertake regular training, which helps them support and challenge
the school’s performance and make appropriate decisions on funding. Governors are fully
aware of how the small amount of pupil premium is spent and the positive effect it has on the
pupils who are entitled to it.
What inspection judgements mean
|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.
|Unique reference number||111052|
|Local authority||Cheshire West and Chester|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||204|
|Appropriate authority||The governing body|
|Date of previous school inspection||30 January 2008|
|Telephone number||01606 288388|
|Fax number||Not applicable|
You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted
will use the information parents and carers provide when deciding which schools to
inspect and when and as part of the inspection.
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on the main Ofsted website: www.ofsted.gov.uk