Ofsted conducted a short inspection of The John Harrox Primary School in Moulton on 9 July 2019, following its previous judgment of good in November 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team, including the headteacher, staff, and governors, demonstrates high aspirations for all students, fostering a welcoming and inclusive environment that reflects the school's core values. Despite experiencing staffing instability during the academic year, the leadership has effectively appointed new subject leaders and provided them with necessary training, ensuring a strong understanding of the school's strengths and areas for improvement.
Pupils express pride in their school, enjoying their learning experiences and demonstrating good attendance. They are polite, respectful, and exhibit positive behavior in lessons and throughout the school. Students feel challenged to excel, with teachers encouraging them to step outside their comfort zones. The school is described as friendly and welcoming, with new pupils quickly settling in. Pupils appreciate the variety of sporting activities and after-school clubs available to them, as well as the residential visits that help build their self-confidence and new skills.
Governors are knowledgeable about the school and provide strong support and challenge to the leadership team. They regularly monitor the school's work through classroom visits and consultations with pupils, parents, and carers, ensuring they have a comprehensive understanding of the school's performance. The governors are committed to the continuous improvement of the school.
The previous inspection highlighted the need to raise pupils' achievements by providing challenging tasks and activities. While some progress has been made, further work is required. Children in the foundation stage achieve a good level of development, consistent with national standards. Key stage 1 results in reading, writing, and mathematics have improved, but inconsistencies remain at key stage 2. Although attainment in mathematics is in line with national averages, fewer pupils reach the higher standard. Reading standards have improved but still lag behind writing.
The school has successfully addressed the need for pupils to develop a stronger understanding of the world and other cultures. Pupils learn about different faiths and cultures through various curriculum activities, including termly passport days that explore the culture and cuisine of different countries. They also engage with local religious communities, enhancing their awareness of diversity.
Spiritual, moral, social, and cultural development is strongly promoted, fostering tolerance and respect among pupils. Older students take on leadership roles, serving as positive role models for younger peers. Safeguarding measures are effective, with a strong culture of safety in place. Staff are well-trained and vigilant, ensuring that pupils feel safe and supported.
The inspection identified the need for improvement in mathematics and reading attainment. Leaders have implemented strategies to enhance mathematics teaching, including collaboration with a mathematics hub. While some progress has been made, particularly in key stage 1, further evaluation and refinement of these initiatives are necessary to ensure they effectively support all pupils, especially the most able. The literacy lead has introduced new strategies for early reading skills, but these need to be fully established across the school to raise key stage 2 reading attainment.
Overall, the school is well-regarded by most parents, although recent staffing changes have caused some concerns. The leadership team is encouraged to strengthen parental involvement to enhance confidence in the school's work and their children's learning.
