Ofsted reports
Moldgreen Community Primary School Ofsted page
Ofsted inspected Moldgreen Community Primary School on 9 and 10 September 2026. Each area of school life is now graded separately on a five-point scale: exceptional, strong standard, expected standard, needs attention and urgent improvement.
Our grades
| Area | Grade |
| Inclusion | Strong standard |
| Personal Development and Wellbeing | Strong standard |
| Achievement | Expected standard |
| Attendance and Behaviour | Expected standard |
| Curriculum and Teaching | Expected standard |
| Early Years | Expected standard |
| Leadership and Governance | Expected standard |
| Safeguarding | Met |
What inspectors said
Inclusion: "There is an embedded culture of inclusion at Moldgreen Primary School. Leaders and staff have consistently high expectations for pupils with special educational needs and/or disabilities (SEND) and those with other barriers to learning."
Personal Development and Wellbeing: "Leaders have developed a highly effective pastoral support system." "Pupils feel well supported and can confidently discuss strategies to promote positive mental health and wellbeing."
Safeguarding: "The school has an open and positive culture of safeguarding." "Leaders and staff ensure that pupils feel safe and are kept safe."
Attendance and Behaviour: "From the start of the school day, pupils are orderly and respectful." "There are warm relationships between staff and pupils and between pupils."
Achievement: "Pupils, including those with barriers to their learning, generally achieve well from their starting points."
Curriculum and Teaching: "Leaders have embedded a well-balanced, planned and sequenced curriculum from the early years onwards."
Early Years: "Leaders prioritise the early years. They ensure high-quality resources, provision and staffing are in place for all age groups."
Leadership and Governance: "Leaders and governors have a sound understanding of their school, its context and the pupils within it."
Our next steps
Inspectors identified two priorities, and both are already in our school improvement plan:
- to continue identifying and tackling specific barriers to attendance for all pupils and groups of pupils
- to further develop professional development, so that leaders at every level contribute consistently to the school's priorities