Chelmsford County High School for Girls

Inspection of Chelmsford County High School for Girls Broomfield Road, Chelmsford, Essex CM1 1RW

p.1

Inspection dates: 23 and 24 January 2024

p.1

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Sixth-form provision Outstanding

p.1

Overall effectiveness Outstanding

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

p.1

Overall effectiveness Outstanding

The headteacher of this school is Stephen Lawlor. This school is part of Chelmsford County High School for Girls single academy trust, which means that other people in the trust also have responsibility for the running the school. The trust is overseen by a board of trustees, chaired by Stephen Miles.

p.1

Overall effectiveness Outstanding

Ofsted has not previously inspected Chelmsford County High School for Girls under section 5 of the Education Act 2005. However, Ofsted previously judged Chelmsford County High School for Girls to be outstanding, before it opened as an academy. 23 and 24 January 2024

p.1

What is it like to attend this school?

This school nurtures pupils’ talents brilliantly. Like the former pupils that inspire them, the girls at Chelmsford County High School for Girls are true pioneers. Explorers, innovators and creative thinkers, the pupils push the boundaries of what they can achieve at their age. From designing eco-friendly wrapping paper to creating mini vehicles which send medical supplies into war zones, the pupils turn their imaginative ideas into reality.

p.2

What is it like to attend this school?

This school is not just about academia. Staff go above and beyond to extend pupils’ interests. The school makes full use of its links with employers and universities. Thus, pupils experience an array of exciting clubs and opportunities. This includes an annual dance show with over 200 participants and 40 music ensembles.

p.2

What is it like to attend this school?

Pupils are thriving in this challenging and caring environment. They respond eagerly to staff’s high expectations. Behaviour is exemplary. Sixth-form students are strong role models. Pupils thoroughly enjoy their leadership roles, such as house and sports captains. They drive numerous initiatives in the school and are actively involved in mental health provision.

p.2

What is it like to attend this school?

The many house events help pupils forge close bonds of friendships across year groups. Pupils have high levels of respect for one another. The tight-knit community values and celebrates difference.

p.2

better?

The school has a suitably challenging curriculum for the selective ability of the pupils. This includes studying the range of subjects that make up the English Baccalaureate. The breadth of the offer for scientific, technological and mathematical study (STEM) is impressive. This is not to the detriment of the creative subjects: many pupils opt to study the arts. Pupils and students in the sixth form achieve the highest outcomes in their national examinations. This is due to the high- quality curriculum and expert delivery.

p.2

better?

The curriculum is carefully designed to extend and deepen pupils’ thinking. There is an emphasis upon helping pupils make connections in their learning. Curriculum planning is meticulous in addressing any gaps in pupils’ knowledge. This is so pupils move on to complex material with secure understanding.

p.2

better?

Research-informed teachers have an infectious enthusiasm for their subjects. They have strong subject knowledge. Through their skilful questioning, they expertly guide pupils to extend and deepen their answers. They judiciously choose learning activities to help pupils connect ideas and learning from across the curriculum. Teachers check carefully pupils’ understanding and cognitive load. This ensures that pupils are not put off trying difficult subject matter. Teachers encourage them gently to ‘have a go’. Quite often, pupils themselves will push levels of difficulty higher, as they are curious and want to find out more. Notably, pupils’ discussions in lessons 23 and 24 January 2024

p.2

3

are engaging and intellectually stimulating. This is because their understanding of the taught curriculum is exceptionally strong.

p.3

3

Pupils are avid readers. The school has its own institute to promote scholarly enrichment. Pupils confidently read and debate academic papers and essays, and scientific and technical journals. They consider political bias in the news. Pupils also get stuck into a good book. The library buzzes with activity. Pupils appreciate the library’s wide range of rich and diverse fiction.

p.3

3

Staff carefully consider pupils’ emotional welfare and how this influences their behaviour and learning. For example, form tutors check in on pupils at the start of the day to see if teachers need to alter their approach. This is particularly useful for pupils with special educational needs and/or disabilities (SEND). Teachers use pupils’ support plans effectively and flexibly. They use additional information from professionals as and when required. As a result, pupils are highly motivated and engaged in lessons. They feel comfortable to contribute. Staff receive regular training and are well supported by the SEND team.

p.3

3

Sixth-form students epitomise the school’s strong work on its core values of civility and compassion. They are kind, caring and friendly to their younger peers. Many run extracurricular clubs and are generous with their time, mentoring younger pupils. Sixth formers, like their younger peers, benefit from a comprehensive personal, social, health and economic (PSHE) education. This includes appropriate input on financial security, independent living and healthy relationships. Careers education is well structured and prepares pupils and students fully for their next steps. Many participate in meaningful employer engagement activities, including that of work experience.

p.3

3

The trust board is dynamic in its approach to school improvement. Trustees carefully check the impact of their decisions and financial planning. Providing the best education possible while keeping an eye on staff and pupils’ well-being is at the heart of their work. As many parents said, ‘it’s a phenomenal school’.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 23 and 24 January 2024

p.3

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a so- cial worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 23 and 24 January 2024

p.4

provision

Number of pupils on the school roll 1,185

p.5

sixth form

Date of previous inspection Not previously inspected

p.5

Information about this school

 The school does not currently use alternative provision.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.  The school is a founding member of the International Coalition of Girls’ Schools UK. They share educational practice internationally with other schools.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 23 and 24 January 2024

p.5

6

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The lead inspector met with the chair of the trust and trustees.  Inspectors met with the headteacher, senior leaders, subject and pastoral leaders and staff.  The lead inspector also spoke with a representative from the local authority.  Inspectors carried out deep dives in these subjects: art, geography, mathematics, modern foreign languages and religious education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also considered the curriculum in some other subjects, including PSHE.

p.6

6

They explored how the school delivers design technology across the curriculum as well as the breadth of the STEM offer.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered responses to Ofsted’s pupil and staff surveys. They considered responses to Ofsted Parent View, including free-text comments.

p.6

Inspection team

Liz Smith, lead inspector His Majesty’s Inspector

p.6

Inspection team

Rob James Ofsted Inspector 23 and 24 January 2024

p.6

7

regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7