The John Harrox Primary School, Moulton

The John Harrox Primary School, Moulton is an inclusive and welcoming primary school where pupils are generally well behaved, feel safe and achieve well. Inspectors found all key judgements to be good: quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school has high expectations, a calm and orderly environment, and a strong emphasis on reading, with effective phonics teaching and support for pupils who find reading difficult. Pupils benefit from a range of enrichment activities, trips, residential visits and leadership roles, and staff feel well supported by leaders. The curriculum is well considered in most subjects, with clear key knowledge and opportunities for pupils to recall and connect learning. Pupils with special educational needs and/or disabilities are identified and supported through suitable adaptations. Safeguarding arrangements are effective. However, some areas of the wider curriculum are still developing, and pupils in mixed-age classes do not consistently build subject-specific knowledge and skills, such as thinking like a scientist or historian. There are also areas for improvement in the early years, where adult interactions during free-choice activities and imaginative play do not reliably develop children’s communication and vocabulary. The school has not carefully evaluated the impact of strategies for the small minority of pupils who need additional help regulating their behaviour, and governors do not always receive the information needed to hold the school fully to account. This was the school’s first routine inspection since the COVID-19 pandemic, and it remains a good school overall.

Strengths

• Inclusive and welcoming school culture built around clear core values
• High expectations with calm and orderly behaviour around the school
• Pupils feel safe and are confident staff will deal with their concerns
• Well-considered curriculum in most subjects with opportunities to recall prior learning
• Strong priority on reading, including effective phonics teaching and support
• Effective identification and adaptation for pupils with SEND
• Caring early years environment where children are happy and work well together
• Wide range of enrichment opportunities, trips, residential visits and leadership roles
• Staff feel supported by leaders in relation to workload and well-being
• Safeguarding arrangements are effective

Areas for Improvement

• Some subjects do not clearly set out the disciplinary knowledge pupils should learn
• Pupils in mixed-age classes do not consistently develop subject-specific skills
• Early years staff interactions do not reliably develop communication and vocabulary during free-choice and imaginative play
• The impact of strategies supporting pupils who need extra help with behaviour has not been carefully evaluated
• Governors do not always receive sufficient information to hold the school fully to account
• Strategic oversight of some aspects of the school’s work is not thorough enough

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 The John Harrox Primary School, Moulton attended 96.6% of sessions (the national figure for primary schools was 94.8%). 5.8% 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, 0.4% of pupils at The John Harrox Primary School, Moulton were suspended at least once (nationally 1.1%). No pupils were 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 The John Harrox Primary School, Moulton had 20.6 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 25.0% 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, 15.7% of pupils at The John Harrox Primary School, Moulton were on SEN support (nationally 15.4%) and 3.7% 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 The John Harrox Primary School, Moulton received £6,536 and spent £6,677 for each of its 268 pupils. It ended the year with reserves of £36,000 (£134 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 Spalding · Lincolnshire local authority: places and applications

What is The John Harrox Primary School, Moulton's Ofsted rating?

The latest Ofsted rating for The John Harrox Primary School, Moulton is Good, from an inspection in April 2025.

When was The John Harrox Primary School, Moulton last inspected by Ofsted?

The John Harrox Primary School, Moulton was last inspected in April 2025.

How many pupils does The John Harrox Primary School, Moulton have?

The John Harrox Primary School, Moulton has 268 pupils on roll.

What age range does The John Harrox Primary School, Moulton cover?

The John Harrox Primary School, Moulton for pupils aged 5 to 11.

What are The John Harrox Primary School, Moulton's SATs (KS2) results?

In 2025, 65% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is The John Harrox Primary School, Moulton?

The John Harrox Primary School, Moulton is at Broad Lane, Moulton, Spalding, Lincolnshire, PE12 6PN.