Morecambe Bay Community Primary School, located in Morecambe, Lancashire, received a positive inspection report, highlighting its overall effectiveness as good. The inspection took place on 19 and 20 October 2021, and the school has maintained this good rating since its previous inspection in March 2016. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good.
Pupils at Morecambe Bay Community Primary School express a strong sense of belonging, describing their experience as being part of a large, happy family. They look forward to attending school and feel welcomed, especially new students who quickly settle in. The supportive environment fosters a culture where pupils know their teachers are invested in their success. They engage attentively in lessons, demonstrating concentration and effort, and feel comfortable seeking help when needed. This inclusive atmosphere benefits all students, including those with special educational needs and disabilities.
The school environment is calm and orderly, with pupils displaying sensible behavior. They navigate the school quietly and respectfully, showing politeness towards peers, staff, and visitors. Bullying is not tolerated, and pupils are confident that any incidents would be promptly addressed by their teachers. The relationships between adults and pupils are characterized by warmth and care, contributing to a safe and nurturing atmosphere. Pupils are aware of whom to approach for support regarding any concerns they may have.
Morecambe Bay Community Primary School offers a broad curriculum that spans from Nursery to Year 6. School leaders have clearly defined the knowledge and skills they want pupils to acquire by the time they leave. Curriculum plans are detailed in most subjects, allowing teachers to build on prior knowledge effectively. However, in a few subjects, the plans lack sufficient detail, which can hinder teachers' understanding of what pupils need to learn before progressing.
Most subject leaders are well-trained and knowledgeable, providing valuable guidance to their colleagues. However, some newer subject leaders require additional training to enhance their effectiveness in supporting other teachers. Teachers ensure that pupils regularly practice previously learned material, which aids retention and understanding over time. Pupils with special educational needs receive appropriate support, as leaders have established clear systems for identifying their needs and ensuring access to the curriculum.
Reading is prioritized within the curriculum, and pupils of all ages enjoy engaging with literature. Early years pupils are introduced to phonics and storytelling, while older students express enthusiasm for their favorite authors. The school promotes a love of reading, and pupils read confidently and fluently across various subjects.
Pupils are encouraged to develop as well-rounded individuals through learning about values such as democracy and cultural diversity. They participate in activities outside of regular school hours, including sports clubs, which further enrich their educational experience. Behavior is consistently good, with younger children quickly adapting to routines and older pupils demonstrating respect for one another and staff.
Governors play an active role in the school's governance, receiving essential information from leaders and asking pertinent questions to ensure effective operation. They are mindful of staff workload, and teachers feel well-supported in their roles. The safeguarding arrangements are effective, with regular training for staff to recognize signs of abuse or neglect, ensuring that pupils are safe and supported.
While the school has many strengths, there are areas for improvement. New subject leaders need more training to provide effective guidance, and some curriculum plans require additional detail to enhance teaching and learning. Addressing these areas will further strengthen the school's already solid foundation.
