Moorfield Community Primary School in Irlam, Salford, underwent an inspection on March 2 and 3, 2022, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, as well as personal development, were rated as Good. Leadership and management, along with early years provision, were found to require improvement.
Pupils at Moorfield Community Primary School report feeling happy and safe, demonstrating respect for one another's individual needs. They actively engage in leadership roles, such as lunchtime captains, and show a willingness to assist their peers. Parents and carers have praised the staff for their care and support, particularly in addressing incidents of unkindness and bullying. Most pupils exhibit good behaviour, with noticeable improvements in their ability to focus during lessons. However, there are concerns regarding the expectations set by some teachers, as not all have high enough standards for pupil learning across various subjects. Consequently, pupils' achievements, including those with special educational needs and disabilities, are inconsistent, particularly in key stages one and two.
The early years provision is not meeting expectations, primarily due to a poorly planned curriculum. The specially resourced provision for pupils with SEND also lacks ambition in its delivery. Although leaders have restructured the curriculum to align with national standards, its implementation is still in the early stages. Pupils struggle to recall essential learning and make connections between different subjects due to the previous weak curriculum.
While teachers assess pupils' knowledge and adjust their lessons accordingly, the lack of clarity regarding essential knowledge hampers effective teaching. Leaders have begun monitoring the delivery of the curriculum, but there is insufficient oversight of the specially resourced provision, leading to lower expectations for these pupils.
Leaders have made strides in developing the reading curriculum, ensuring that pupils build phonics knowledge from the start of Reception. Staff are well-trained to deliver this program, and support is provided for those who fall behind. By years five and six, pupils, including those with SEND, are generally fluent readers, enabling them to access the full curriculum confidently.
Pupils' attitudes towards learning have improved, with many eager to attend school and participate in reward systems for good behaviour. However, attendance remains an issue, exacerbated by the COVID-19 pandemic, though leaders are addressing this effectively. Pupils benefit from various opportunities for personal development, demonstrating an understanding of diversity and social justice.
Governors have provided support and challenge to school leaders, but there is a need for closer monitoring of the quality of education in early years and the specially resourced provision. Safeguarding arrangements are effective, with staff trained to identify and address potential risks to pupils' safety. Overall, while there are positive aspects of the school, significant improvements are needed in curriculum delivery and expectations for pupil achievement, particularly for those in the early years and specially resourced provision.
