Moulsham Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
317
AGES
4 - 7
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
Not Rated

Can I Get My Child Into This School?

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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
0845 603 2200

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
(25/04/2023)
Full Report - All Reports



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Princes Road
Chelmsford
CM2 9DG
01245352742

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. There have been considerable changes to the school and its staffing complement during the last four years. The school’s roll has increased to accommodate a fourth class in each year group. You have therefore had to increase the number of staff required while also overseeing a considerable building project. Only 50% of your current staff were at the school at the time of the previous inspection, a number of whom you have supported since they arrived as newly qualified teachers. In fact, 20 new members of staff joined the school in September 2017. A number of staff are therefore new to their roles of responsibility. However, you have ensured that pupils’ and children’s outcomes remain the key priority and this is borne out by their results over time. You have rightly prioritised revisiting the school’s vision to ‘Be the Best We Can Be’ following such a large intake of new members of staff. Children and pupils at Moulsham Infant School are delightful. You have created a safe, stimulating environment in which every pupil is keen to learn and play. Children get off to a flying start in the early years, and quickly settle. As one parent said of the school, ‘I was worried that in such a large school my children would be somewhat lost among the many. This concern was unfounded as you have created a small-school feel with lots of opportunities for the children to shine.’ Children and pupils clearly enjoy their learning and regard it as fun and exciting. Parent after parent who responded to Parent View (Ofsted’s online questionnaire) by text said that their children were not only happy at school but enjoyed telling them about their learning. As one parent said, ‘It is amazing to hear my children’s stories everyday about what they have learned or the exciting activities they have done.’ The previous inspection report asked the school to continue to improve the quality of teaching and learning and to ensure that learning support assistants effectively support pupils’ learning during lessons. You and your team have made your high expectations very clear. Teachers plan together to ensure that there is consistency across classes within year groups, and effectively share their planning with learning support assistants. Performance management systems are firmly in place to ensure that everyone is held to account for the outcomes of the children or pupils in their care. Over time, children’s outcomes have largely been above the national average in the early years, in the phonics check in Year 1, and at the end of key stage 1 in reading, writing and mathematics. The majority of children and pupils currently in the school make good progress in reading and writing, except for some lowerattaining pupils and some boys. A number of pupils, particularly in Year 2, lag behind in their progress in mathematics. The second area for improvement from the previous inspection was to make fuller and more effective use of the data and the school’s own assessment information so that all groups of pupils continue to make good progress. You have made considerable inroads into this area. Leaders ensure that teachers’ assessments are accurate by moderating with other schools and across your own school. The most recent development has been to check the accuracy of teachers’ on-entry assessments of children as they join the Reception classes. You are rightly pleased that this external verification of teachers’ assessments concludes that they are accurate. Given the changes of teaching staff and the proportion of teachers new to the profession, this is testament to your in-school training, support and mentoring. You and your senior leaders confidently use the information you regularly gather about children’s and pupils’ progress. This provides governors with a very incisive view of the quality of teaching and how well children and pupils are doing. As a result, the school improvement plan and self-evaluation documents give an accurate picture of what the school does well and what could be improved further. Safeguarding is effective. Pupils say that they feel safe in school. You ensure that pupils know how to keep themselves safe when using the internet. The vast majority of parents who responded to Parent View agreed that their children are safe and well cared for at school. This is also reflected in the staff survey. You have created a culture of care and vigilance and are passionate about ensuring that pupils feel safe, both physically and emotionally. You are tenacious in following up with external agencies any concerns you have about children or pupils. Record-keeping is of good quality and charts well any concerns from staff, actions taken and ongoing monitoring. As a result of your and your senior leaders’ regular checking, you have highlighted emerging priorities and allocated resources to meet children’s and pupils’ needs. For example, the appointment of a family support worker and a counsellor has had a considerable impact on some children’s and pupils’ attendance and their mental health. Consequently, and particularly for some disadvantaged pupils, children’s and pupils’ progress is good and their readiness to learn vastly improved. The further impact has been on families. As one parent said, ‘When you have concerns, these are listened to and crucially responded to.’ Despite leaders and governors making clear the school’s position on taking holidays in school time, there remains a stubborn core of families who do not adhere to the school’s policy. Equally, some parents do not ensure that their children arrive at school on time. Together, you and I saw examples of where absence and regular lateness have definitely played a part in some pupils’ slower progress. You and your governors remain wholeheartedly committed to ensuring that pupils attend school regularly and on time. Inspection findings During the inspection, we agreed that I would explore how well teaching and learning ensure that all pupils make good progress from their varying starting points. This was because this was an area of improvement in your previous inspection report, and some lower-attaining pupils did not make the progress expected of them in reading and writing in the academic years 2016 and 2017. Leaders monitor teaching and learning effectively. Despite there being many teachers new to the profession or new to the school, the quality of teaching and learning is good. Leaders have put in place training to ensure that there is a clear understanding of the expectations of behaviour, attitudes to learning and planning. The impact of this is that there is more consistency in year groups than previously. In school, evidence shows that the skills of children entering the school in the Reception year are becoming weaker. A significant proportion of children enter the school with skills and abilities that are lower than those typical of children of this age. Careful initial tracking of these children and as they move into key stage 1 shows that some are showing signs of significant needs, particularly in reading and writing. You and your early years staff are proactive and creative in addressing this issue. You have already begun working with pre-schools and nurseries to support the provision and teaching of this important area; however, it is too early to see the direct impact of this innovative work. However, staff remain committed to working with feeder provisions and families to ensure that children get the best start to their education. The proportion of children entering the Reception year who were working at or above expectations in 2015 was 60% in reading and 54% in writing. This declined considerably in 2016 when the on-entry assessments showed that this was 21% in reading and 38% in writing. At the end of 2016, in key stage 1, the proportion of lower-attaining pupils who achieved the expected progress in reading and writing was well below the national average. At the end of 2017, it would appear that there has been a positive shift in the proportion of lowerattaining pupils making expected progress, particularly in reading but also in writing. Provisional results show that there is still a number of this group of pupils, particularly boys, who do not make the expected progress.

Moulsham Infant School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>25, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 63 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>22, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 63 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>32, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 63 responses up to 14-06-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>71, "strongly_agree"=>6, "agree"=>6, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>8} UNLOCK Figures based on 63 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>25, "disagree"=>14, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 63 responses up to 14-06-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>38, "strongly_agree"=>38, "agree"=>11, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 63 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>38, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>8} UNLOCK Figures based on 63 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>35, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 63 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>33, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 63 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>24, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 63 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>33, "disagree"=>14, "strongly_disagree"=>6, "dont_know"=>5} UNLOCK Figures based on 63 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>27, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>8} UNLOCK Figures based on 63 responses up to 14-06-2023
Yes No {"yes"=>94, "no"=>6} UNLOCK Figures based on 63 responses up to 14-06-2023

Responses taken from Ofsted Parent View

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