Muxton Primary School, located in Telford, Shropshire, underwent an inspection on June 4 and 5, 2024, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was rated as Good, while Behaviour and Attitudes, Leadership and Management were rated as Requires Improvement. Early Years Provision received a Good rating. The school has made efforts to ensure that children have a positive start to their education, particularly in the early years, where children quickly adapt to routines and engage in collaborative play and learning. Pupils with special educational needs and disabilities are included in school life, and the school is committed to helping all pupils succeed.
Since the last inspection, the school has implemented changes aimed at improving pupil outcomes, particularly in reading. Support is provided for pupils who struggle with reading to help them become confident readers. While most pupils show respect towards staff and work diligently, there are concerns regarding the behaviour of some pupils, which can disrupt learning. Inconsistent behaviour expectations across year groups have led to challenges in maintaining a conducive learning environment. Although most pupils feel safe, some express concerns about the impact of others' behaviour on their well-being.
The school offers a broad range of opportunities that help develop pupils' skills and interests in various areas, including sports, music, and reading. The curriculum is ambitious and well-structured, with clear subject plans that outline the knowledge pupils need to acquire. Staff effectively identify and address misconceptions, allowing pupils to build their knowledge across subjects. The school has robust processes for supporting pupils with special educational needs, ensuring they progress through the curriculum.
Early reading is prioritized, with a consistent phonics program in place. Children begin learning to read in Reception, using books that align with their phonetic knowledge. Staff provide effective support for those at risk of falling behind, fostering a love for reading among pupils. However, the new behaviour policy, which emphasizes being aware, safe, and kind, has not yet been consistently applied, leading to varying standards of behaviour across the school. Low-level disruptions can interrupt lessons, and some pupils exhibit physical behaviour during breaks.
The school has made strides in planning for pupils' broader development, teaching them about safety, healthy relationships, and British values. Pupils participate in various trips and inclusive clubs, which enhance their educational experience. The school provides effective pastoral support and collaborates with families to ensure regular attendance.
Recent changes to the governing body have introduced new members with diverse skills, but historically, governance has not sufficiently challenged school leaders. While most staff report a positive working environment, parents have mixed feelings about communication and the handling of concerns. Some parents feel their issues are not adequately addressed, while others express confidence in the school's ability to keep their children happy and safe.
The school must improve its behaviour expectations and ensure that low-level disruptions are addressed effectively. Enhancing communication with parents regarding concerns is also essential. The governing body should receive the necessary training to fulfill their roles effectively. Overall, while the school has strengths in its educational offerings, there are areas that require attention to foster a more positive and consistent learning environment for all pupils.