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Welcome to the school's website

 

Values and Philosophy for Children are fundamental at Moorlands Primary School. Pupils are taught how to question, reason and justify their opinions. The core values of PEACE, CO-OPERATION, RESPECT, RESPONSIBILITY, EQUALITY AND PERSEVERANCE are interwoven in all aspects of school life. 

 

Moorlands Primary School's Vision

 

At Moorlands Primary School we aim to educate your child so that they have the skills to become life long learners as the world evolves. A happy, nurturing and caring school, which caters for everyone. Pupils that grow into confident and tolerant individuals, who embrace their unique qualities. Our staff will provide the challenge and an inspiring curriculum in order to ignite their passion for learning. Our parents will support the school and its core values through their encouragement and partnership in all aspects of school life.

 

To achieve this we aim to provide:

 

  • An inspiring curriculum, which leads to exceptional results in Reception, end of Key Stage 1 and Key Stage 2.
  • Pupils with analytic and reasoning skills.
  • Pupils with a wealth of opportunities to experience non-curricular activities to enhance learning.
  • Pupils who understand that values are at the heart of who we are, driving what we do and how we do it.

 

Our ambition:

‘Anything is Possible!”

These words reflect our ambition, drive and belief that EVERYONE at Moorlands Primary School can fulfil their true potential in all aspects of their learning!

 

Mrs K Roberts

 

Head Teacher

 

Moorlands Primary School is a Foundation Primary School with pupils ranging from 3 to 11 years of age.  The school has a pre-school nursery 'Little Learners' which has the capacity for 24 children. The school is situated close to the Wednesbury/West Bromwich boundary and is a full member of the Wednesbury Learning Community Trust and Wednesbury Teaching School Alliance. 

 

The school was built in 1960 with seven classrooms in the main building, a multi-purpose hall and a school kitchen.  The school also has its own enclosed but extensive playing fields with a variety of outdoor learning resources.

 

Parents are kept as fully informed as possible concerning the life of the school.  Regular Newsletters and other letters are sent home via the children. In addition to this we operate a confidential Text Messaging Service and a Web Site. We also want to involve parents in the life of the school and you will receive communications on this from time to time.

 

The needs of your child are our main concern.  If you have any worries about your child, be they of an educational, emotional, behavioural or any other nature please call in at school to see the Class Teacher or a member of the Senior Leadership Team. If necessary, arrangements will be made to meet out of school hours. 

 

Statement on British Values

Moorlands Primary School is committed to serving its community.  It recognises the multi-cultural, multi faith and ever-changing nature of the United Kingdom.  It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or persuasion by those wishing to impose bias.

The school accepts admissions from all those entitled to an education; including pupils of all faiths or none.  It follows the recommended policies on diversity and equal opportunities, which guarantee that there will be no discrimination against any individual or group.

Go to the section on British Values for more information

 

Ofsted Reports November 2018

 

A strength highlighted by the Inspection team was that leaders, governors and staff are a united team and are focused on making the right changes in the school.

 

The inspectors highlighted that:

  • Leaders generally have an accurate view of the quality of education. Their self-evaluation is comprehensive and identifies the most important weaknesses in the school. Priorities identified in the school improvement plan are appropriate and positive early actions have been initiated.
  • The headteacher, who has been in post for just over a year, has guided the school through significant and unforeseen staff changes. Several leaders and teachers are new to post. These changes have been managed well.
  • Systems for assessing and analysing pupils’ progress have been implemented well by leaders. Teachers’ assessment has become more accurate. New staff are inducted well into these procedures and are refining the accuracy of their assessments. Leaders have made good use of an external adviser to sharpen the accuracy of assessment in Years 1 to 6.
  • Leaders have worked closely with teachers to refine the curriculum. This has helped staff to develop a better understanding of the national curriculum requirements across different subjects
  • Staff are proud to work at the school and the majority feel that recent changes are positive. Several staff also commented that leaders and governors consider staff’s work–life balance when making decisions about school improvement.
  • Inspectors had discussions with parents during the inspection and reviewed responses to Ofsted’s online survey, Parent View. The majority of parents feel that their children are happy and safe at school.
  • The governing body has been transformed over the last year. A recent review of governance highlighted that governors have a good understanding of the school.
  • The arrangements for safeguarding are effective. Leaders are rigorous in their approaches to keeping pupils safe. The designated safeguarding leads follow up concerns about pupils in a timely and effective way. They also escalate concerns appropriately by involving external agencies when necessary
  • Pupils’ understanding of how to keep themselves safe is a strength of the school.
  • The school’s work to promote pupils’ personal development and welfare is good. Pupils are clear about how to stay safe on the internet and are aware of the different forms of bullying. Several pupils commented that bullying is rare and if it does happen, adults address it swiftly.
  • Pupils’ emotional and social development is well supported. Good relationships exist between pupils and staff. Pupils treat one another with respect. On the playground a buddy system is very effective and enables younger pupils to receive support from the older pupils in school.
  • The behaviour of pupils is good. Pupils’ good conduct around the school is a noticeable strength. Pupils are courteous and friendly.
  • Pupils’ absence is well managed by leaders. Clear and supportive follow-up procedures are in place.
  • Attainment in the grammar, punctuation and spelling test in key stage 2 in 2018 was high. The proportions of pupils attaining the expected and higher standard were above the national average.
  • The good phonics teaching in the school is leading to more positive outcomes. In 2018, the proportion of pupils achieving the expected standard in the Year 1 phonics screening check was above the national average.
  • Staff are caring and attentive towards the children. As a result, children are settled and happy within the playgroup and in Reception. Staff take the time to understand children’s needs.

 

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