Moorfield Primary School

Moorfield Primary School is a larger-than-average primary in Hazel Grove, Stockport, with a 27-place SEN unit for pupils with autism, social, emotional and mental health needs, moderate learning difficulties and severe learning difficulties. Following a full section 5 inspection in May 2026, the school is meeting expected standards across achievement, attendance and behaviour, curriculum and teaching, early years, inclusion, leadership and governance, and personal development; safeguarding standards are met. Pupils are happy, feel safe and behave well, attendance is above the national average, and pupils with SEND, including those in the unit, make appropriate progress from their starting points. The curriculum is broad and engaging, with strong early reading and mathematics, effective support for vulnerable pupils, and a wide range of enrichment and community links.

Strengths

• Pupils are happy, feel safe and settle quickly into school routines.
• Pupils behave well, engage in lessons and move around school sensibly.
• Attendance is above the national average, and persistent absence is below national levels.
• Disadvantaged pupils’ attendance has risen steadily to around the national figure.
• Pupils read with understanding and write with fluency across the curriculum.
• Pupils apply mathematical skills with confidence, and mathematics teaching is well established.
• Pupils with SEND, including those in the SEN unit, make appropriate progress from their starting points.
• The curriculum is broad, engaging and sequenced, enhanced by trips, outdoor learning and visitors.
• Early reading and phonics are taught consistently well, and children read and write with increasing accuracy.
• Early years staff support children’s language and communication through effective conversations.
• Leaders identify pupils’ needs quickly and work with services to support vulnerable pupils.
• Staff are well trained to support pupils with SEND and emotional regulation needs.
• Governance meets statutory duties and challenges leaders on use of additional funding.
• Staff feel supported by leaders’ consideration of workload and wellbeing.
• Personal development is coherent, covering health, relationships, online safety and values.
• Pupils learn about diversity and respect, and speak thoughtfully about discrimination.
• Strong community links include charity work, author visits and parental involvement.
• Enrichment includes drama, dance, music, competitive sports and residential trips.

Areas for Improvement

• Teaching of writing needs further development so pupils gain greater accuracy and expertise and apply it effectively.
• Published 2025 writing attainment was below the national average, including for disadvantaged pupils.
• Published phonics attainment is below the national average, although current progress is stronger.
• Some disadvantaged pupils do not access enrichment opportunities as regularly as their peers.
• Some pupils need more targeted help to access enrichment experiences that enhance personal development.
• Early years work on high-quality interactions to deepen language and vocabulary is recent and not yet fully embedded.
• Some pupils report that peers can say unkind things, though leaders address incidents quickly.
• Disadvantaged pupils’ performance gaps in reading and writing were large in 2024/25.

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 Moorfield Primary School attended 95.9% of sessions (the national figure for primary schools was 94.8%). 9.3% 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, 0.3% of pupils at Moorfield Primary School 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 Moorfield Primary School had 19.3 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 2.0% 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, 10.6% of pupils at Moorfield Primary School were on SEN support (nationally 15.4%) and 11.7% had an education, health and care (EHC) plan (nationally 4.1%).

The school has a SEN unit with 27 pupils.

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 Moorfield Primary School received £7,610 and spent £7,840 for each of its 367 pupils. It ended the year with a deficit of £261,000 (-£711 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 Stockport · Stockport local authority: places and applications

What is Moorfield Primary School's Ofsted rating?

The latest Ofsted rating for Moorfield Primary School is Expected standard, from an inspection in July 2026.

When was Moorfield Primary School last inspected by Ofsted?

Moorfield Primary School was last inspected in July 2026.

How many pupils does Moorfield Primary School have?

Moorfield Primary School has 367 pupils on roll.

What age range does Moorfield Primary School cover?

Moorfield Primary School for pupils aged 4 to 11.

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

In 2025, 57% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Moorfield Primary School?

Moorfield Primary School is at Lyndhurst Avenue, Hazel Grove, Stockport, Cheshire, SK7 5HP.