Moorhill Primary School, located in Cannock, Staffordshire, is part of the Shaw Education Trust and is led by Executive Headteacher Libby Banks. The school has undergone significant changes since joining the trust in April 2022, with a renewed ambition for all pupils to receive a quality education. The recent inspection, conducted on November 5 and 6, 2024, indicated that while the school has made strides in certain areas, there are aspects that require improvement to maintain the standards set during the previous inspection.
Pupils at Moorhill Primary School express enjoyment in their school environment, forming trusting relationships with peers and staff. They feel supported and know that adults will address their concerns. The school promotes a culture of enthusiasm for learning, with pupils eager to earn badges that reflect the school’s values. However, despite the school’s ambition for high educational standards, not all pupils achieve their full potential. The curriculum delivery has been inconsistent, impacting overall pupil performance.
The school maintains high expectations for behavior, and most pupils meet these standards. They demonstrate kindness and respond positively to behavior routines and rewards. Nevertheless, there are instances where disruptions from a minority of pupils hinder the learning experience for others. The school offers a variety of extracurricular activities, including choir and sports, which help pupils develop their interests and engage positively during playtime.
Since becoming an academy, Moorhill Primary has focused on improving attendance, implementing thorough procedures to monitor and address absenteeism. While there has been progress, some pupils still do not attend regularly, which affects their learning consistency. The school recognizes the need to engage families further to support attendance initiatives.
The curriculum at Moorhill Primary is broad and ambitious, designed to help pupils make connections across subjects. For instance, when studying the Romans in history, pupils also explore their influence on early Christianity in religious education. However, there are challenges in ensuring that pupils retain knowledge over time, as staff do not consistently identify key information for retention. Teachers sometimes advance to new topics before pupils are fully prepared, which can hinder learning.
In the early years, children settle quickly and engage in purposeful learning activities. Staff foster high-quality interactions that promote confidence and communication skills among children. The provision for pupils with special educational needs and disabilities is effective, with staff promptly identifying needs and providing appropriate support.
The school’s approach to teaching phonics is commendable, with outcomes for phonics above national averages by the end of Year 1. Older pupils are encouraged to develop a love for reading through diverse texts that broaden their understanding of different cultures. However, the school must ensure that assessment information is utilized effectively to tailor learning to meet all pupils' needs.
Overall, while Moorhill Primary School has made significant improvements and has a positive environment, there are areas that require attention. The school must enhance the consistency of curriculum delivery, improve attendance rates, and ensure that all pupils meet behavior expectations to create an optimal learning environment. The next inspection will be crucial in assessing the impact of these efforts on pupil outcomes.
