Old Moat Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
393
AGES
3 - 11
GENDER
Mixed
TYPE
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SCHOOL GUIDE RATING
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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
0161 245 7166

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(24/04/2019)
Full Report - All Reports
65%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Old Moat Lane
Withington
Manchester
M20 3FN
01614454208

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Over recent years, leaders have faced many challenges in relation to staffing. This has included developing the leadership capacity at the school. There is now an established and knowledgeable leadership team which is making many improvements. The chief executive officer of the trust supports leaders admirably. As a result, the school is going from strength to strength. The school’s motto, ‘All different, all achieving’, has set a culture of high expectations and one where pupils’ differences are valued and celebrated. Leaders are clearly focused on supporting every child to succeed in an environment where their well-being is of central importance. The school’s collaborative and professional culture enables teachers and teaching assistants to learn from each other and share what is working well. Staff morale is high. Staff who responded to Ofsted’s online survey commended the leadership of the school, especially in supporting their well-being. There are many opportunities for staff to take on additional responsibilities in school. Many of the newly created leaders have been ‘grown’ from within the school. This is an area of strength in the school and one that leaders plan to continue. Standards have been rising in key stage 2 over the last two years. The progress that pupils make is now strong, especially in reading and mathematics. In 2018, the proportion of pupils who achieved the expected standard in reading, writing and mathematics was above the national average. Pupils behave well in class and around school. They are caring towards each other, and confident and keen to share their opinions. The pupils I spoke with said that they enjoy learning because teachers do their very best to make it fun. There are a range of leadership opportunities for pupils. For example, they can be prefects, computer technicians or head gardeners. Pupils told me that they enjoy looking after their school and each other. They also enjoy raising money for local charities. They were also keen to explain the reasons why they had made a garden shed from plastic bottles in the ‘Green Heroes Club’. Comments included, ‘We are trying to make the world a better place.’ Safeguarding is effective. Safeguarding arrangements are fit for purpose and at the core of the school’s ethos. The safeguarding leader ensures that records are detailed and of the highest quality. She provides information for parents and carers, and visitors, so that they understand their role in keeping children safe. Staff and governors receive comprehensive training. They are clear about what to do if they have any concerns about pupils’ safety or well-being. The checks that leaders undertake on the suitability of adults to work with pupils are thorough. Pupils told me that they always feel safe in school. They value the relationships that they have with the staff and believe this to be a strength at the school. A typical comment, reflecting the views of many pupils spoken to, was that, ‘Teachers at this school respect you and they never give up on you’. Those whom I spoke with said that bullying did not happen. Pupils were also keen to tell me that behaviour had improved a lot in the last year, especially at lunchtimes, because of the actions that leaders had taken. Pupils have a good understanding of how they can stay safe online and in the local community. Inspection findings As part of this inspection, I focused on several lines of enquiry. The first was to see whether attendance had improved for all pupils. I also looked at whether persistent absenteeism had reduced, particularly for pupils with special educational needs and/or disabilities (SEND). Leaders are meticulous in their monitoring of attendance. Thorough systems ensure that the attendance of all groups of pupils is monitored effectively. Swift intervention is implemented where required, to work with pupils with poor attendance. Leaders work closely with external agencies to provide help and support for families. As a last resort, parents are fined when necessary. As a result of actions taken, the proportion of pupils who are absent or persistently absent from school has reduced this year and is currently in line with the national average, especially for pupils with SEND. My next line of enquiry concerned outcomes for children in early years who are supported by pupil premium funding. This enquiry was because the proportion of children who achieved a good level of development was significantly below the national average. Children get off to a good start in school in early years. They learn in a vibrant and well-resourced environment, where they grow in confidence and become independent, inquisitive learners. Children listen to adults eagerly and demonstrate positive attitudes to learning. Adult- and child-initiated activities help to develop children’s basic reading and mathematical skills and foster a love of learning. For example, in a reading activity, the teacher asked the children to go on a hunt for different words. The children excitedly read their text, shouting out when they found the words. Children are keen to share their learning. Several of the Reception children explained how I could make a flower with them. They used their phonic skills effectively to read the labels on the activity. Leaders have identified the barriers to making good progress for children who are supported by pupil premium funding. For example, leaders know that many of these children have difficulties with language and communication when they start school. Consequently, additional staff have been employed to teach small groups and provide one-to-one sessions. Speech and language programmes have been implemented. Additional resources have also been purchased to improve provision further. From very low starting points, these children make good progress. Despite this, leaders are determined that even more children who are supported by pupil premium funding will achieve a good level of development. Another area explored was the progress that pupils are making in key stage 1. Over the last two years, pupils’ attainment in reading, writing and mathematics has been in the bottom 20% of schools nationally. In 2018, this declined further in reading and writing. Leaders have identified this as an area for improvement, and as a result, have made many changes to improve teaching and learning in reading, writing and mathematics. Leaders regularly evaluate the quality of teaching and learning. They use this information to ensure that teachers receive appropriate training. Teachers have been well supported by the leaders for English and mathematics. Consequently, teachers’ subject knowledge is improving. Work in pupils’ books shows that lessons are now planned to match pupils’ needs. As a result of these changes, current school assessment information shows that pupils are beginning to make strong progress. I also explored how effectively leaders ensure that pupils who are supported by pupil premium funding achieve at the expected and higher standards in writing in key stage 2. Leaders have used the funding for disadvantaged pupils creatively. There are additional staff who teach smaller writing groups and provide individually taught lessons. Writing is taught well across key stage 2. The work in the books of pupils who are supported by pupil premium funding demonstrates that they make good progress. In 2018, the progress that pupils made in their writing improved, including for those who are disadvantaged. This is because strategies to improve the teaching of writing have been effective. However, further time is needed to embed these approaches so that pupils’ progress is as strong as it is in reading and mathematics.

Old Moat Primary School Parent Reviews



Average Parent Rating

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“Thank you”

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"> This school is amazing. The teaching is brilliant. Staff are kind and friendly with a good sense of humour and jokey with the children. They are totally committed and go out of their way to support the children and families. The classrooms are bright and stimulating; the garden is great; and extra curriculum activities good. The children love school, learn loads and are proud of what they’ve learnt. A special thank you for this past year for being there to welcome children every day, teaching and making sure all children haven’t missed out on their learning in lockdown teaching and providing resources. Key workers and a rock of this community.
“Old Moat Primary School Review.”

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"> Excellent school at the heart of its local community. Green heroes are an award winning part of the school. Rated as good by Ofsted in 2019. All our kids have gone to this School and done very well.
“Do not send your child here”

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"> In my experience, children with extra needs get left behind here. They are segregated from the other pupils and no effort is made to fully teach them - they're basically 'babysat'.
unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>25, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 24-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>38, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 24-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>25, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 24-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>25, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 24-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>21, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 24-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>29, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 24-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>46, "disagree"=>0, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 24-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>38, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 24 responses up to 24-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>38, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 24-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>29, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 24-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>29, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 24-04-2019
Yes No {"yes"=>96, "no"=>4} UNLOCK Figures based on 24 responses up to 24-04-2019

Responses taken from Ofsted Parent View

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