Moorfield Primary School, Newport Review 2026: Elite KS2 outcomes, ambitious curriculum, strong character work

High performance and calm purpose are the headline here. In the most recent published KS2 dataset, 93.3% of pupils met the expected standard in reading, writing and maths combined, far above the England average of 62%. The school’s scaled scores are also strong, with reading at 110, maths at 110, and grammar, punctuation and spelling at 112. These results sit behind a clear local reputation: ranked 253rd in England and 1st locally for primary outcomes (FindMySchool ranking based on official data), placing it among the highest-performing schools in England (top 2%).

This is a state school with no tuition fees. It serves the market town of Newport while sitting within the Telford and Wrekin admissions system, which matters for how applications are made and how places are allocated.

Leadership is stable. Mr Ian Bussey is the current headteacher and took up the post in 2014. The school’s language around character is consistent across its public information, with the Moorfield Mindset shaping expectations, behaviour and pupils’ own vocabulary about learning.

The tone is purposeful without feeling austere. Pupils are described as keen to come to school, ready to learn and to spend time with friends, and the wider culture is built on kindness, respect and strong relationships. Those themes show up repeatedly in how the school explains itself, including its focus on perseverance and hard work as learnable habits rather than fixed traits.

Character education is not treated as an add-on. The Moorfield Mindset is positioned as the shared framework, and that has practical consequences: expectations are explicit, routines are consistent, and pupils are trusted with meaningful responsibilities as they grow older. Year 6 buddying for new Reception children is a good example of how this works in practice. The implication for families is that younger pupils tend to settle into clear routines, while older pupils are expected to model behaviour and take responsibility in a structured way.

The environment is also designed to support independence. The prospectus describes extensive grounds used to extend learning beyond the classroom, and the Early Years Foundation Stage space is purpose-built for up to 30 children with a secure fenced outdoor area. That matters for families weighing the first transition into school life, because early years provision often shapes confidence, language development and routines well beyond Reception.

The data is unambiguous. In the most recent KS2 results, 93.3% reached the expected standard in reading, writing and maths combined, compared with the England average of 62%. At the higher standard, 43.67% achieved greater depth across reading, writing and maths, compared with the England average of 8%. This points to a cohort where a large majority meet the baseline expected standard, with a substantial proportion pushing well beyond it.

The component measures back up the combined figure. Reading is at 110 and maths is at 110 on the scaled score measure, with grammar, punctuation and spelling at 112. The proportions reaching the expected standard in each area are similarly high: 96% in reading, 96% in maths, 92% in grammar, punctuation and spelling, and 100% in science. For parents, the practical implication is that core academic foundations appear very securely embedded across the cohort, rather than being driven by a narrow group of high attainers.

Rankings reinforce that picture. Moorfield Primary School, Newport is ranked 253rd in England and 1st in Newport for primary outcomes (FindMySchool ranking based on official data). That places it among the highest-performing in England (top 2%), which is typically associated with strong curriculum sequencing, consistent teaching practices, and effective early reading.

There is a clear throughline from early years into Key Stage 2. The curriculum is described as ambitious and carefully organised so that pupils learn specific content in a planned sequence, with purposeful links between subjects. A practical example is the way English texts are chosen to align with history topics, and how science learning is used to practise mathematical ideas. The implication is that pupils are less likely to experience subjects as isolated silos, and more likely to build connected knowledge over time.

Early reading is treated as a core priority. The school uses Read Write Inc as its phonics programme, and the surrounding approach emphasises fluency, confidence and comprehension, with support designed to prevent pupils falling behind. For families, this matters most in Reception and Key Stage 1, because the quality of early reading instruction tends to cascade into wider attainment in later years.

Technology is positioned as a practical tool for learning rather than a standalone subject. The prospectus describes interactive whiteboards and class access to laptops, tablets and digital cameras, used to support day-to-day learning such as presenting work and handling information. The implication is that pupils build digital confidence in context, while still keeping academic content at the centre.

This is a key question for any primary, and the school is unusually clear about common pathways. The prospectus states that at the end of Year 6, most children move to Haberdashers’ Adams, Burton Borough, or Newport Girls High School. That mix suggests families include those aiming for selective routes as well as those choosing local comprehensive options.

The implication is twofold. First, pupils should be accustomed to high expectations and disciplined study habits, because selective and academically focused secondaries typically require strong independent learning. Second, families should think early about the Year 6 transition, including whether they are considering selective entry, because that decision shapes how a child experiences the last two years of primary.

For families who are unsure at the start, the most helpful approach is to treat Years 5 and 6 as a period to build strong literacy, numeracy and resilience, then make a secondary choice based on fit. Parents comparing options locally can use the FindMySchool Local Hub page to view primary outcomes side by side and keep the discussion anchored to verified results.

Entry is competitive. In the most recent recorded Reception admissions cycle there were 112 applications for 29 offers, which equates to 3.86 applications per place. First preference demand is also strong, with a 1.48 ratio of first preferences to first preference offers. In plain terms, this is a school where demand materially exceeds supply.

Applications are coordinated through Telford and Wrekin Council. For September 2026 Reception entry, the published closing date is 15 January 2026, with Primary National Offer Day on 16 April 2026. Families with an Education, Health and Care Plan naming a school follow a different timetable, with a deadline of 31 October 2025 for the local authority process.

The school also publishes specific visit opportunities during the admissions season, including morning tours running from late September through to early January. These visits matter because they allow parents to test practical fit, including drop-off routines, the tone in classrooms, and the match between the stated ethos and daily reality.

Because the last-distance figure is not available here, families should not rely on informal assumptions about how far a place might reach. If distance is a key factor for your decision, use FindMySchoolMap Search to check your exact distance from the school gates, then cross-check the local authority’s allocation notes and the school’s admissions policy for the relevant year.

Pastoral work is closely tied to culture and routine. Expectations are high, but the language used to describe behaviour is grounded in respect, kindness and relationships, rather than compliance for its own sake. Pupils are expected to treat each other well, and older pupils are given structured roles that support the younger years, which can create a strong sense of belonging.

Safeguarding is treated as a core operational priority. The latest inspection judgement states safeguarding arrangements are effective, and the prospectus also sets out practical health and safety routines, including first aid coverage and clear processes for illness and medicines in school. For families, the implication is predictable handling of day-to-day pastoral issues, which reduces anxiety for pupils who need clear boundaries.

SEND support is described as part of normal classroom life, with staff expected to identify needs early and adapt learning so pupils can access tasks alongside their peers. The wider implication is that inclusion is likely to be strongest for children whose needs can be met within a mainstream setting with targeted adaptations and well-trained staff.

The enrichment offer is not treated as optional decoration. It is linked directly to confidence, resilience and independence, including through residential opportunities that connect with curriculum learning and help pupils practise being away from home in a supported setting.

Language enrichment is a distinctive feature. Year 6 has an established pattern of a French visit, described as a week in the Mayenne countryside at Chateau Beaumont, with opportunities to practise French and explore local culture. For families, the implication is that languages are given real-world context, which can help pupils see purpose in what they are learning, rather than treating it as a short unit of vocabulary.

Music and performance also have clear structure. The school offers whole class ukulele lessons in Key Stage 2 and an active choir. Instrumental lessons include options such as keyboard, guitar, drums and woodwind. The benefit is broader than musical skill: regular practice builds discipline, and ensemble work develops listening and teamwork in a concrete way.

Sport is positioned as inclusive and developmental, with competitive opportunities for those who want them. The prospectus describes a weekly fitness session for all children, and competitive sport includes dance, gymnastics, swimming, athletics, netball, rugby, football and outdoor pursuits. Older pupils can also take on roles as sports leaders, which links extracurricular life to responsibility and leadership rather than simply participation.

The school day runs Monday to Friday from 8.45am to 3.25pm, with registration at 8.55am. Wraparound is available, with breakfast club from 7.30am and after-school care running until 5.30pm. Details of sessions and costs can change, so families should confirm current arrangements directly with the school office.

As a state school, there are no tuition fees. There are, however, typical school costs. For example, the prospectus states school meals cost £3.15 per day for children not covered by universal infant free school meals, and families should also expect standard expenses such as uniform and trips.

• High demand for places. With 3.86 applications per place in the most recent recorded Reception cycle, the limiting factor for many families will be admission rather than the educational offer.

• A high-expectations culture. The Moorfield Mindset and ambitious curriculum suit many pupils, but children who need a slower pace or who find pressure difficult may need careful support and clear communication between home and school.

• Transition into Year 3. The prospectus notes that around one third of Key Stage 2 pupils join in Year 3, often from local infant schools. This can be positive, but families should ask how the school supports friendship formation and settling for pupils entering later than Reception.

• Secondary choices may include selection. Common destinations include selective options, which can shape peer expectations in upper Key Stage 2. Families who do not want a selective route should still feel able to prioritise wellbeing and fit over external pressure.

Moorfield Primary School, Newport combines extremely strong published outcomes with a coherent culture around effort, perseverance and responsibility. It is best suited to families who value academic stretch alongside structured character development, and who want a school where routines are clear and expectations are consistent. Entry is the obstacle, so families serious about this option should treat admissions deadlines, tours and the local authority process as part of the overall decision.