Moulsham High School

Age group 11–18 Inspection date(s) 10–11 November 2011 Inspection number 384796 Moulsham High School Inspection report

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Unique Reference Number 136863 Local Authority N/A Inspection number 384796 Inspection dates 10–11 November 2011 Reporting inspector Adrian Lyons HMI

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Academy School category Maintained Age range of pupils 11–18 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1527 Of which, number on roll in the sixth form 233 Appropriate authority The governing body Chair Nicholas Cook Headteacher Mark Farmer Date of previous school inspection 24-25 September 2008 School address Brian Close Chelmsford CM2 9ES Telephone number 01245 260101 Fax number 01245 504555 Email address mfarmer@moulshamhigh.org achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and

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other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by one of Her Majesty’s Inspectors and five additional inspectors. Inspectors observed 36 lessons and 34 teachers. Other teachers were seen for brief parts of lessons. Meetings were held with groups of pupils, the Chair and members of the Governing Body, groups of staff and leaders. Inspectors observed the school’s work, and looked at school and departmental development documents as well as students’ work and assessment data. They also scrutinised 215 parental questionnaires, 150 students’ questionnaires and 35 questionnaires returned by staff.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Introduction

 How well do leaders monitor and evaluate the school’s performance and use this evaluation to secure improvement in all aspects of the school’s work, and are recent improvements sustainable?  How well is the school monitoring the progress of individuals and groups of students and what is the impact of monitoring?  How effectively is assessment used to encourage student progress?  How effective is the school’s work in promoting attendance?

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Information about the school

The school is a larger than average secondary school in a town with a selective system. It has a lower than average proportion of students known to be eligible for free school meals, and a lower than average proportion of minority ethnic students. The proportion of students whose first language is not English is similarly below average. The proportion of students with identified special educational needs and/ or disabilities is a little below the national average, but the proportion with statements is above average. In Years 7 to 9 most students are taught in single gender classes. Currently a pilot is being undertaken with one mixed gender class in year 7. The school has English and humanities specialist status. It is in its first year of operation as an academy being one of the new academy converters. It has National Healthy Schools Status. The headteacher has been in post for one year and most of the

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Information about the school

senior leadership team are relatively new to their roles.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

This is a good school. There is a strong record of improvement, since the arrival a year ago of the new headteacher and the establishment of the current senior leadership team. The headteacher is held in high regard by students, staff, parents, carers and governors. The results of improvements can be seen in several areas and most obviously in the dramatic improvement in mathematics GCSE results in summer 2011. These improvements, including raising attainment in the main school and the sixth form, improving behaviour and more systematic leadership at all levels, give powerful evidence of the school’s good capacity for further improvement.

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Main findings

There is now a sharp focus on students’ progress and lessons are more engaging with varied learning activities. The large majority of teaching is good or better. Teachers have secure subject knowledge and classroom relationships are very productive. Throughout the school, students are well motivated and engaged. As a result, the large majority of students make good progress. A particularly positive aspect of teaching is the consistent use of learning objectives that are clearly related to different examination grades. There remains a small minority of lessons that are no better than satisfactory. In these lessons activities are not sufficiently varied and paced so that students are fully engaged, and the needs of different ability groups are not met well enough. The school has introduced a programme to support and improve some of the teaching and this is having positive results. In the summer 2011 examinations, attainment at the end of Year 11 was above average and represented

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Main findings

a considerable improvement on the dip in results seen in 2010, returning to its above average trend. Students’ progress from entry to the end of Key Stage 4 is good. The proportion of students making better than expected progress is above average. In the sixth form, there has been a clear upward trend in attainment over recent years and students now make good progress. The school’s own evaluation of its strengths and areas for improvement is accurate.

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Main findings

Some areas of the school’s work are outstanding. Exemplary work through the citizenship and personal, social, health and economic education curriculum contributes to all groups of students’ wealth of knowledge and understanding of a range of factors related to being healthy. Students are involved in leading activities aimed at promoting their well-being. They make an outstanding contribution to their school and the wider community. For example, the School Council has created positions of responsibility for students to take an active role in school life, e.g. Communities Co-ordinator and Anti-Bullying Co-ordinator. The former has attended the local Neighbourhood Action Panel in support of the re-designation of a local

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

community centre which will benefit local families. Most Year 11 students gain the Moulsham Award which requires a positive, sustained contribution to the community where students are proud ambassadors for Moulsham High School. The school’s increasingly high quality outcomes result in part from excellent partnership work with a wide range of organisations.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Behaviour is good. Inspectors observed students in lessons, in the corridors and around the school during break and lunchtimes. They found the school to be calm and well-ordered. The vast majority of lessons were well-focused and students were engaged in their work.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

A significant strength of the school is the range of extra-curricular activities including sport and music but also a wide range of curriculum areas. For example, a parent commented, ‘The music department has been outstanding in inspiring our daughter to participate in extra-curricular opportunities’. There is also a wide range of activities aimed at preparation for the world of work and adult life. This, together with an extensive variety of academic and an increasing range of vocational options supporting students’ achievement, provide evidence of a good curriculum. The school’s specialist English and humanities status has made a positive impact on raising standards. English and humanities subjects have a strong track record of success. The school recognises that there is more work to do in developing students’ skills in literacy, numeracy and information and communication technology across the majority of subjects.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Attendance remains a challenge for the school and is a little below the national average. The school has put some effective processes in place but there is a need for more rigorous action and enforcement. Students’ good spiritual, moral, social and cultural development was demonstrated to inspectors in a small way during the armistice day two minutes silence. Inspectors were impressed greatly by the quality of students’ artwork.

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What does the school need to do to improve further?

 Improve the rate of attendance by  placing greater emphasis on the importance of attending school regularly  increased rigour in the follow up of absence and the enforcement of attendance.  Increase the promotion and application of literacy, numeracy and information and communication technology across the curriculum.

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What does the school need to do to improve further?

 Build on existing good teaching practice to ensure that the quality of learning is consistently good in meeting the needs of all students in all lessons.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Students begin Year 7 with attainment that is a little above the national average. In the main school, both examination results and students’ progress dipped in 2010. Improvement was needed, particularly as in 2010, students’ progress from their starting point was not good enough. Results in 2011 improved so that an above average proportion of students gained 5 GCSE higher level passes including in English and mathematics. Current school data shows further improvement in the current Year 11. Similarly students’ progress improved in 2011 and the school’s data shows students achievement accelerating further. This was confirmed through inspectors’ direct observations; good progress was observed in the large majority of lessons. Students do well because learning objectives are very clear and inform them of what they need to do to attain different examination grades, and teachers help students understand how to meet their objectives. Teachers ensure that the large

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

majority of lessons are tightly focused; they employ an engaging variety of activities to keep students interested and progress is often rapid. Students with special educational needs and/ or disabilities make good progress including in English, mathematics and science as a result of clear and robust assessment and monitoring processes.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

All students responding to the questionnaire feel safe. The school recognises that access arrangements to the site provide particular challenges and is reviewing this. The school has ‘healthy schools’ status. Students understand important factors affecting their health and make healthy eating choices; there are high levels of participation in sport. Sixth Form Listening Ear students provide a daily peer support service for younger students and Year 11 buddies support new entrants to the school. They are highly valued by younger students and continue to have a positive impact on student well-being.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Students are well prepared for adult life and the world of work through the many opportunities in the school curriculum for students to develop enterprise skills and work related learning. There are clear learning objectives and aspects are assessed through the ’preparation for working life’ certificate.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils’ outcomes

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Pupils’ achievement and the extent to which they enjoy their learning

Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress

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The extent to which pupils adopt healthy lifestyles 1

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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contribute to their future economic well-being

Taking into account: Pupils’ attendance 1

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How effective is the provision?

The quality of teaching is good. Teachers are very confident and have strong subject knowledge and classroom relationships are very productive. There are often well paced sets of activities that build learning step by step. Throughout the school, students are very motivated and engaged. As a result, the large majority make good progress. In a few less successful lessons, there is a lack of pupil engagement and a slow pace. In those lessons, the use of assessment to adapt teaching to meet the needs of different learners is less well developed. Overall, the school’s use of data to support learning and target setting has improved significantly. The use of assessment in lessons is a strong feature; teachers use mini plenaries and recap opportunities effectively to assess students’ progress. Teachers’ detailed feedback to students is a strong feature in most books.

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How effective is the provision?

Some aspects of care, guidance and support are excellent. Case studies of potentially vulnerable students show that the school’s good pastoral interventions and multi- agency responses have ensured that students have stayed on track and made good progress. Parents and carers express great praise for the support and care given to students, but a small minority report some inconsistency.

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How effective is the provision?

These are the grades for the quality of provision

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The quality of teaching

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Senior leaders have put in place a robust and rigorous monitoring system that holds all staff accountable for the progress of their students. The school’s professional development arrangements are good and are carefully focused on ensuring staff can meet the demands and targets in the school improvement plan. This is having a positive impact on the progress students make in lessons, especially in the area of assessment and target setting. Middle leaders have been made accountable for their

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

areas of responsibility. They have developed good monitoring, tracking and target setting systems. Internal moderation systems to ensure consistency and the accuracy of judgements are improving.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Governors understand what happens within the school through direct reporting from student representatives, surveys of parents and carers and the robust reporting systems that pick up the impact of policies such as behaviour and equal opportunities. They have a clear strategic view and have been successful in challenging and setting a vision for the new headteacher. The Parent Council is effective. Through it, parents and carers can access governors and senior staff. The school has a strong partnership with the Essex Coalition of Disabled People and have formed a support group for parents and carers of disabled children. This has had a very positive impact on the care for disabled students and on their progress in the school.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

The school has good policies and practice for child protection. Community cohesion is driven through the curriculum and students show its positive impact in the way they work with and respect each other. Art displays show the influence of different cultures. Students are highly positive about The Moulsham Award and they speak of the Duke of Edinburgh Award with pride. They enable large numbers of students to serve the local and international communities and work together as a cohesive school. Links with a school in China have given some students an international experience. The good and improving outcomes for students give evidence of good value for money.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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driving improvement

Taking into account: The leadership and management of teaching and learning

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

The overall effectiveness of the sixth form is good. The sixth form has a very positive ethos in which students enjoy their whole experience of study and enrichment activity. Results at GCE A level were broadly in line with the national average in 2011 but are on an upward trend and students are exceeding predictions. They make good progress in lessons due to their excellent attitude to learning and ability to learn independently. There is a wide range of enrichment activities available which support students’ economic well-being and encourages them to adopt healthy lifestyles. Students also make positive contributions to the community through their work mentoring younger pupils, their responsibilities as prefects and their numerous fundraising activities. They influence school decisions through the school council and attendance at Governors’ meetings.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Teaching in the sixth form is good. Lessons are usually well-planned with interesting activities and students are encouraged to think for themselves. Students’ support each other well in lessons and collaborate effectively. The quality of assessment is variable, but students receive good feedback on how to improve and review their targets regularly in individual progress reviews. There is a good range of AS and A2 courses on offer. Those wishing to take vocational courses go to local colleges. Excellent support and guidance is given to students to help them choose appropriate A level courses and additionally to move on to the next stage of their lives, be it university, employment or training.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Lines of accountability are clear and leaders have a developing understanding of the sixth form’s strengths and weaknesses. There is a strong focus on improving outcomes, consequently these are improving rapidly. A new e-tutor monitoring system is in place but it is too soon to see its impact on raising standards further.

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Overall effectiveness of the sixth form

Taking into account: Outcomes for students in the sixth form The quality of provision in the sixth form Leadership and management of the sixth form

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Views of parents and carers

A small minority of parents or carers responded to the questionnaire. Of those that did, the large majority were highly supportive of the school and what it offers. A typical comment was, ‘I have had three children so far at Moulsham High and have been impressed with the school. I am particularly impressed with the new head and senior leadership team. All of my children have thrived here.’ A small minority of parents and carers raised concerns regarding a range of issues. Inspectors explored

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

each of these, but agreed with the large majority of parents and carers who completed the questionnaires and who were highly supportive of the school. Some individual concerns about reporting arrangements and bullying were discussed with the school. Inspectors judge that the academy is effective in promoting good behaviour and combating bullying. The termly arrangements for reporting student progress to parents and carers are similar to most schools.

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Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Moulsham High School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 215 completed questionnaires by the end of the on-site inspection. In total, there are 1,527 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 79 37 121 57 11 5 3 1 The school keeps my child safe 85 40 124 58 4 2 1 0

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Total % Total % Total % Total %

The school informs me about my child’s progress 43 20 133 62 21 10 6 3

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Total % Total % Total % Total %

My child is making enough progress at this school 73 34 113 53 14 7 6 3

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Total % Total % Total % Total %

The teaching is good at this school 50 23 147 69 9 4 3 1

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Total % Total % Total % Total %

The school helps me to support my child’s learning 42 20 125 58 35 16 4 2 The school helps my child to have a healthy lifestyle 42 20 139 65 25 12 2 1

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 47 22 135 63 15 7 4 2

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Total % Total % Total % Total %

The school meets my child’s particular needs 51 24 139 65 15 7 3 1 The school deals effectively with unacceptable behaviour 53 25 109 51 31 14 7 3

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 40 19 122 57 21 10 3 1

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Total % Total % Total % Total %

The school is led and managed effectively 73 34 119 56 9 4 2 1

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Total % Total % Total % Total %

Overall, I am happy with my child’s experience at this school 82 38 114 53 12 6 4 2

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.  The school’s capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Moulsham High School, Chelmsford, CM2 9ES

I am writing on behalf of the inspection team to let you know the judgements we have made about your school. Thank you for taking part in the inspection by talking to us about your work, your life in school and all you do. Some of you completed questionnaires which were very helpful. We believe your school is a good one and here are the reasons.

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Inspection of Moulsham High School, Chelmsford, CM2 9ES

The school has a strong recent record of improvement. The large majority of you are making good progress. Teaching is good. You told us how lessons have become more interesting with varied learning activities. A particular strength in teaching is that you are given good advice on how to improve your work so that you gain good grades and 95% of students, in your questionnaire responses, agreed with us. You are well cared for, supported and guided. The relationships between students and with your teachers are very positive, as is your behaviour. The school is effective in helping you to be healthy and safe. In fact, inspectors judged that the school is outstanding in helping you to live healthy lives. Also excellent is your contribution to school and the wider community. It is great that nearly all of you told us that you enjoy school.

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Inspection of Moulsham High School, Chelmsford, CM2 9ES

While we judged your school to be good, the leaders of the school are keen for it to be even better. Although the large majority of lessons are good and sometimes outstanding we know that there are some that are not as good. We have asked the school to continue the improvement in teaching which you told us about to ensure that you get a good experience all the time. We have also asked the school to help you develop your skills in literacy, numeracy and information and communication technology across all your subjects. In some cases the progress students make is not good enough because they do not attend regularly. We have asked the school to work harder at improving attendance, but clearly this needs your cooperation.

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from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy

of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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