At Moortown Primary, we’ve been working hard to juggle two key priorities this year:
- keep making sure we’re as Covid-secure as we possibly can be (despite the bubbles bursting recently, we’ve been successful at this compared to other Leeds schools)
- keep making sure we find ways to continually improve teaching and learning (that’s why we ask your views each year in our survey, with specific questions this year about homework, for example, and that’s why we’re making the change to teaching Latin as the statutory foreign language taught in our school)
Linked to the latter, we were keen to invite an advisor in to school recently (all done in a way which followed our risk assessment to make sure we were as Covid-secure as we could be). The advisor – an independent consultant and also a trained Ofsted inspector – carried out an evaluation of how we teach reading at Moortown Primary.
Here’s some of the feedback:
Pupils enjoy the library provision and love to get new books. They all expressed positive feelings about reading.
Pupils demonstrate a mature use of vocabulary as a result of intentional teaching. For example, a reception child was heard to accurately use the word ‘squabble’, whilst a child in year 3 used the word ‘euphoric’ and could justify its use.
Reading has a high priority in school. Leadership of reading is strong.
Class teachers play a key role in fostering a love of reading, they have been given support in how to be a reading role model.
Learning environments evidence a focus on reading and vocabulary development, including some subject specific technical language.
All lessons are characterised by positive relationships. Well established routines ensure strong learning behaviours and attitudes.