Moor End Academy

Inspection of Moor End Academy Dryclough Road, Crosland Moor, Huddersfield, West Yorkshire HD4 5JA

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Previous inspection grade Outstanding

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Overall effectiveness Outstanding

The headteacher of this school is Natasha Carman. The executive principal is Kash Rafiq. This school is part of South Pennine Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Lynda Johnson, and overseen by a board of trustees, chaired by Lisa Fathers.

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Overall effectiveness Outstanding

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since June 2012. 25 and 26 June 2024

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What is it like to attend this school?

At Moor End Academy, pupils’ educational experiences and opportunities for personal development are inspirational. The academic support and pastoral care given to pupils is of the highest quality. Pupils are taught to be responsible, respectful and ambitious citizens. The curriculum is challenging and broadens pupils’ horizons. This prepares them well for future success. Staff and pupils are proud of the role they play in this thriving school community.

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What is it like to attend this school?

Pupils behave extremely well because they understand and appreciate the value of education. Pupils demonstrate respect for one another and staff. They conduct themselves impeccably as they move around the school site. The identity, faith and achievements of each pupil are celebrated. For example, they help to plan and run an annual ‘Culture Day’. The pupil leadership team makes a genuine difference in the school. Pupils are empowered to become the leaders of tomorrow.

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What is it like to attend this school?

Leaders relentlessly focus on removing barriers for pupils. The school ensures pupils, including those from disadvantaged backgrounds, make outstanding academic progress. The school has high expectations and helps each pupil to reach their potential. Pupils are well rounded and confident and demonstrate a depth of character that has the potential to transform their lives. The passion and commitment to this goal are evident throughout the school.

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better?

The school’s curriculum is broad and highly ambitious for all pupils. For example, a large proportion of pupils study separate sciences at key stage 4 and many choose to continue their learning in religious education or citizenship. These qualifications prepare pupils well for their next stage in education, employment or training. Pupils with special educational needs and/or disabilities (SEND), many with education health and care plans, are highly successful in their studies.

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better?

The curriculum is focused specifically on what pupils need to know at each stage of their education. Staff revisit this important knowledge regularly in ‘Grapple’ tasks so that pupils do not forget it. Clear links are made between different subjects to enrich the curriculum. For example, pupils learn about the history of scientific methods. They also learn to compare moral issues in English texts and religious education.

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better?

Staff are passionate and knowledgeable about the subjects they teach. Pupils make excellent progress because staff select the right activities to support ambitious learning goals in each lesson. Staff use assessment very effectively to find out what pupils do and do not remember. Staff understand how to adapt their teaching to ensure all pupils succeed.

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better?

The school provides exceptional support for pupils with a wide range of needs. The specially resourced provision for pupils with a visual impairment (specially resourced provision) is highly effective. It helps pupils to engage successfully with the school’s 25 and 26 June 2024

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full curriculum. Staff are well informed about pupils’ specific needs. This means that they can support pupils with SEND effectively. Pupils who lack confidence when reading are given the help they need to succeed. This includes focused intervention from expert staff. Pupils enjoy regular reading sessions at the beginning of the school day.

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Attendance for most groups of pupils is very positive. Leaders have highly effective systems to support and improve pupils’ attendance. Some pupils join the school after many months, or even years, out of education These pupils are now happy and engaged in school life. They thrive due to the care and compassion they experience at this school.

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Pupils learn how to communicate confidently. Wider opportunities empower pupils to bring about positive change. This includes listening to inspirational speakers, visiting the Houses of Parliament and participating in the student council. Pupils talk passionately about the rich and varied opportunities they have been given at school. Detailed careers information, mock interviews and visits to higher education establishments provide pupils with secure foundations for ambitious next steps.

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Leaders’ high ambitions for each pupil are shared by everyone working at the school. There is a high level of mutual respect among staff and a passion for education. School improvement priorities are precisely planned and rapidly enacted. Ongoing professional development is of the highest quality. Staff experience excellent support for their well-being. They feel valued by leaders. Because of this, they put everything they have into making the school an exceptional place to learn.

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Safeguarding

The arrangements for safeguarding are effective.

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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.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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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 social worker; and pupils who otherwise meet the criteria used for deciding the 25 and 26 June 2024

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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). 25 and 26 June 2024

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School details

School category Academy converter Age range of pupils 11 to 16

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School details

Number of pupils on the school roll 1,066

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School details

Dates of previous inspection 27 and 28 June 2012, under section 5 of the Education Act 2005.

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Information about this school

 The school joined South Pennine Academies Trust in September 2011.  The school has a specially resourced provision for pupils with a visual impairment.  The school uses two alternative education provisions. Both are registered with the Department for Education.  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.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision. 25 and 26 June 2024

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 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  Inspectors met with the executive principal, the principal and other senior leaders. The lead inspector also spoke with the interim CEO of the trust. The inspection team met with members of the local governing body and trustees.  Inspectors carried out deep dives in the following subjects: mathematics, science, art and design, history and geography. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke with some pupils and teachers and looked at samples of pupils’ work.  Inspectors met with leaders responsible for careers education at the school.  Inspectors spoke with pupils about their experience in lessons, enrichment

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opportunities and what it is like to attend the school.  Inspectors met with early career teachers and those who mentor them.  One inspector met with the leaders responsible for reading across the school. One inspector observed a range of reading interventions taking place.  Inspectors examined the school’s behaviour records, spoke to pupils who had been suspended from school and spoke with providers of alternative education.  Inspectors met with the special educational needs and disabilities coordinator. They looked at a range of documentation, including education, health and care plans and individual learning plans. Inspectors also checked how pupils with SEND are supported in lessons.  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

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culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in a range of situations, including in corridors, at breaktimes, at lunchtimes and in lessons. They also spoke to pupils about behaviour and bullying.  Inspectors considered the responses from parents and carers to Ofsted Parent View. This included the comments submitted via the free-text facility. Inspectors also considered responses to Ofsted’s online pupil and staff surveys.

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Inspection team

John Linkins, lead inspector His Majesty’s Inspector

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Inspection team

Lucy Toner-Gowland Ofsted Inspector 25 and 26 June 2024

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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.

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