Moldgreen Community Primary School

Moldgreen Community Primary is a school with a strongly inclusive ethos and high expectations for all pupils, including those with special educational needs and/or disabilities and other barriers to learning. Inspectors found that pupils feel safe, behave respectfully and benefit from warm relationships and a calm, positive environment. Safeguarding standards are met. Inclusion and personal development and wellbeing are particular strengths, with well-targeted support, strong pastoral care and a broad enrichment offer. Most areas of the school are meeting expected standards. Leaders have built a well-sequenced curriculum, consistent teaching routines and effective early years provision, and pupils generally achieve in line with national outcomes from their starting points. Disadvantaged pupils are well supported, and pupils are well prepared for the next stage of education. Leadership and governance are sound, with accurate self-evaluation and good attention to staff development and wellbeing. The main areas for further work are attendance, especially for some groups of pupils, and some less positive outcomes such as reading to a higher standard in Year 6. Leaders should keep tackling specific attendance barriers and strengthen professional development so leaders at all levels can contribute consistently to school priorities. The school has an above-average proportion of pupils receiving SEN support, close-to-average free school meals, and a new chair of governors; this was a full section 5 inspection in September 2026.

Strengths

• Highly inclusive culture with consistently high expectations for pupils with SEND and other barriers to learning
• Deep understanding of pupils' needs, with early identification and well-targeted support from Nursery onwards
• Strong pastoral support and personal development programme that helps pupils feel safe and well supported
• Pupils behave calmly and respectfully, with warm relationships and a positive school atmosphere
• Broad, well-sequenced curriculum and consistent lesson routines that help pupils focus and learn
• Effective early years provision with high-quality resources, warm interactions and improving outcomes
• Strong leadership and governance with accurate self-evaluation, ambitious planning and attention to staff wellbeing
• Comprehensive enrichment and pupil voice, including inclusive opportunities and strong community links
• Disadvantaged pupils are well supported through targeted academic support and wider enrichment
• Pupils are well prepared for life beyond primary school and for the next steps in their education

Areas for Improvement

• Attendance, including for some groups of pupils, has recently been an issue and remains an important focus
• Some pupils' outcomes are less positive, including reading to a higher standard in Year 6
• Leaders should continue to identify and tackle specific barriers to attendance for all pupils and groups
• Professional development should be further enhanced so leaders at all levels can make a consistently positive and proactive contribution to school priorities
• Curriculum development is still ongoing in some subjects

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Moldgreen Community Primary School attended 94.5% of sessions (the national figure for primary schools was 94.8%). 14.1% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 4.6% of pupils at Moldgreen Community Primary School were suspended at least once (nationally 1.1%). One pupil was permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Moldgreen Community Primary School had 19.9 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 26.9% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 20.4% of pupils at Moldgreen Community Primary School were on SEN support (nationally 15.4%) and 3.6% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Moldgreen Community Primary School received £8,201 and spent £7,946 for each of its 338 pupils. It ended the year with reserves of £90,000 (£267 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Huddersfield · Kirklees local authority: places and applications

What is Moldgreen Community Primary School's Ofsted rating?

The latest Ofsted rating for Moldgreen Community Primary School is Expected standard, from an inspection in October 2026.

When was Moldgreen Community Primary School last inspected by Ofsted?

Moldgreen Community Primary School was last inspected in October 2026.

How many pupils does Moldgreen Community Primary School have?

Moldgreen Community Primary School has 338 pupils on roll.

What age range does Moldgreen Community Primary School cover?

Moldgreen Community Primary School for pupils aged 2 to 11.

What are Moldgreen Community Primary School's SATs (KS2) results?

In 2025, 55% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Moldgreen Community Primary School?

Moldgreen Community Primary School is at The Avenue, Moldgreen, Huddersfield, West Yorkshire, HD5 8AE.