New Moston Primary School in Manchester has been inspected recently, and the overall judgement remains good. The inspection highlighted that while the school has maintained its good status, there are indications that a graded inspection might yield a lower rating if conducted now. The inspectors recommend that the next inspection should be a graded one. Pupils at New Moston Primary School express enjoyment in being part of a supportive learning community. They greet their peers with enthusiasm and display happiness in their school environment. The relationships between staff and students are characterized by warmth and support, fostering a sense of safety among pupils.
Leaders have raised expectations regarding pupil achievement and behavior, and students are beginning to respond positively to these heightened standards. However, there are still gaps in pupils' knowledge and understanding across various subjects, indicating that achievement is not yet at the desired level. In lessons, pupils, including those in early years, demonstrate good behavior, allowing for uninterrupted learning. During playtimes, students engage sensibly with outdoor equipment and feel secure from bullying, knowing that school leaders address any issues promptly.
The school provides numerous opportunities for pupils to develop leadership skills, with students expressing pride in their involvement in the junior leadership team. They contribute to making school policies more accessible for their classmates. Leaders have implemented an ambitious curriculum that includes provisions for pupils with special educational needs and disabilities. Recent efforts have focused on the sequence in which new content is taught, identifying key topics and concepts for pupils to grasp. However, some of the new curricula have not yet had the intended impact on learning.
Most teachers effectively select activities aligned with the curriculum, checking for pupil understanding daily. Nonetheless, some learning statements lack clarity, which can lead to inconsistencies in teaching and hinder teachers' ability to assess what pupils have retained from their studies. Leaders have established robust procedures for identifying and supporting pupils with special educational needs, ensuring they have access to the same curriculum as their peers.
In the early years, leaders prioritize early reading, with children enjoying rhymes and songs. A new phonics program has been introduced, but inconsistent delivery by some staff has resulted in some pupils not achieving fluency in reading. Overall, pupils conduct themselves well throughout the school, following routines and expectations set by staff. However, a minority of students use inappropriate language outside lessons, which is addressed by staff, although pupils express a desire for this behavior to cease.
Leaders have developed a comprehensive curriculum that supports pupils' personal development, including learning about various religions and understanding physical health. Pupils are aware of British values and the importance of equality, with their understanding deepened through external visitors and activities. Governors and leaders are actively working to enhance pupil achievement, maintaining an accurate view of the school's strengths and areas for improvement. They prioritize staff well-being in decision-making, and parents express satisfaction with the school's direction and recent improvements.
The safeguarding arrangements at New Moston Primary School are effective, with staff trained to recognize signs of potential harm and report concerns promptly. Leaders take decisive action to ensure pupil safety and collaborate with external agencies to provide necessary support. Pupils are educated on safety, including online dangers. The school is encouraged to refine its curriculum further, ensure consistent phonics instruction, and address the use of derogatory language among some pupils to enhance the overall learning environment.