Moss Hey Primary School, located in Bramhall, Stockport, Cheshire, has been recognized for its overall effectiveness as good in its recent inspection. The school provides a nurturing environment where pupils thrive and achieve well, reflected in their high attendance rates. The staff maintain high expectations, fostering a culture of hard work among students. Relationships between pupils and staff are warm and supportive, contributing to a safe and happy atmosphere. Pupils are encouraged to make friends across different year groups and demonstrate respect for one another, which is evident in their interactions during playtime.
Behaviour at the school is commendable, with most pupils displaying politeness and good manners. Instances of bullying are rare, and when they do occur, staff address them promptly. Pupils actively participate in school governance through roles such as school councillors and sports ambassadors, with older students particularly enjoying their responsibilities as buddies to younger children. Parents and carers express positive sentiments about the school, highlighting the opportunities available for their children and their pride in their achievements.
The headteacher possesses a clear understanding of the school's strengths and areas for development. She collaborates effectively with staff and governors to ensure that all pupils, including those with special educational needs and disabilities, receive a strong educational foundation. The curriculum is ambitious and aligns with national standards, although some subjects lack detailed plans for foundational knowledge necessary for Reception class pupils to transition smoothly into Year 1. Leaders are committed to refining the curriculum further, ensuring that it provides opportunities for pupils to revisit prior learning and connect different subjects.
In the early years, children are immersed in stories and rhymes, with staff actively working to enhance their vocabulary. Phonics instruction begins immediately, with a consistent approach across the Reception class and Key Stage 1. Pupils read books that correspond to their phonetic knowledge, and those who struggle receive timely support to help them catch up. Older pupils in Key Stage 2 exhibit a genuine love for reading, discussing their favorite authors and genres with enthusiasm. However, teachers in Key Stage 2 have not received the same level of phonics training as their colleagues, which may affect their confidence in supporting less proficient readers.
Teachers demonstrate secure subject knowledge and present new concepts clearly, addressing misconceptions effectively. Most pupils are engaged and focused during lessons, with many able to recall prior learning. Pupils with special educational needs learn alongside their peers, with their needs identified and met promptly. The special educational needs coordinator collaborates closely with teachers to adapt the curriculum as necessary.
Pupils are educated about mutual respect and tolerance, and they appreciate the variety of trips and extracurricular activities available to them. They understand the importance of maintaining a healthy lifestyle, including proper nutrition. Governors are well-informed about the school and provide valuable support to leaders, acting as critical friends.
Staff express pride in their work environment, noting that senior leaders consider their workload to promote a healthy work-life balance. The safeguarding arrangements at the school are effective, with a strong culture of safeguarding in place. Staff are well-trained to recognize signs of distress and understand the procedures for reporting concerns. Vulnerable families receive adequate support, and pupils are educated on maintaining safe relationships and online safety.
Moving forward, leaders aim to ensure that curriculum plans across all subjects maintain a high standard from early years to Year 6. Additionally, it is essential for Key Stage 2 teachers to receive training in phonics to better support older pupils who may struggle with reading.
