Moulsham High School

Inspection of a school judged good for overall effectiveness before September 2024: Moulsham High School Brian Close, Chelmsford, Essex CM2 9ES

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Inspection dates: 22 and 23 October 2024

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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Outcome

The headteacher of this school is Julia Mead. This school is part of Bridge Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Mark Farmer, and overseen by a board of trustees, chaired by Dr Margaret Wilson.

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What is it like to attend this school?

The care shown towards pupils at Moulsham enables them to flourish both academically and in the development of their character. Pupils feel known as individuals in this large school.

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What is it like to attend this school?

It is expected that pupils work hard and achieve well. And they do. The mutual respect shown between pupils and staff ensures that learning takes place in a cordial environment. Classrooms are welcoming places. Sixth-form students’ attitudes toward their studies are a credit to them. Their work ethic exemplifies what is seen around the school.

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What is it like to attend this school?

Pupils understand what is required of them. There are clear routines established for all pupils that ensure standards of behaviour are high. Pupils behave well not just because this is an expectation, but because they know it is the right thing to do for them and fellow pupils. Pupils take pride in their school.

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What is it like to attend this school?

The positive culture that has been created in school is further reinforced by the variety of enrichment and extra-curricular activities available to the pupils. These provide pupils with both academic and cultural opportunities to grow and develop as young adults. The Duke of Edinburgh’s Award is one such example with high levels of participation and engagement. 22 and 23 October 2024

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What does the school do well and what does it need to do better?

The school provides an exceptional standard of education. The curriculum is designed to be ambitious for all pupils. As a result, pupils achieve consistently highly in public examinations at key stage 4 and key stage 5. Pupils with special educational needs and/or disabilities (SEND) access this curriculum effectively. This enables their understanding to be fully secure. Teachers are subject experts. They assess pupils’ understanding well and use this information to prevent gaps in knowledge from developing. Consequently, pupils have strong subject knowledge and can communicate using technical vocabulary. Sixth- form students benefit from forensic feedback that enables them to make rapid progress.

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What does the school do well and what does it need to do better?

Ensuring pupils build confidence and fluency in reading is a priority for the school. Pupils’ reading ability is promptly and accurately identified. Weaker readers follow a well- designed programme of support for as long as required to ensure they can fully participate in their learning. They become confident and fluent readers. Well-trained sixth- form students also support younger readers, enabling both mentor and reader to benefit from the opportunity.

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What does the school do well and what does it need to do better?

The broad personal development offer at Moulsham High is extraordinary. The personal, social, health and economic education curriculum is planned in detail and builds pupils’ knowledge effectively over time. Older pupils can describe their accurate understanding of healthy relationships. Beyond the planned curriculum, there is an impressive range of trips and visits, including to Madrid, the Houses of Parliament and the Supreme Court. The vast range of clubs and activities available to pupils is designed to ensure as many pupils as possible participate. Ranging from crochet to choir, these enable pupils to build their character. Not a moment is wasted in school.

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What does the school do well and what does it need to do better?

More widely, pupils and students benefit from a wide variety of leadership roles. These not only build their individual confidence and skills but also support others in the school community, for example through training as reading and subject mentors. Supporting local and national charities is an essential part of the school’s ethos. Sixth-form students speak with pride about their fundraising activities.

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What does the school do well and what does it need to do better?

The careers programme is implemented rigorously. Pupils are well supported with very effective advice and guidance that enables them to make informed decisions about their career or education. They have the opportunity to attend a careers fair, participate in work experience and listen to expert speakers. Students comment very positively about the support they receive.

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What does the school do well and what does it need to do better?

Pupils’ behaviour is exemplary. In lessons, pupils can focus on their learning because there is no disruption. During unstructured times, pupils queue quietly in the canteen, chat with friends and play football. It is calm and orderly. Equally, pupils feel confident to speak to adults if they have concerns. Students in Year 12 and Year 13 describe exceptional levels of pastoral and academic care. Staff are trusted by pupils to deal with any issues immediately and effectively. Pupils speak politely to each other and to adults. Any instructions from adults are followed immediately. Pupils attend school very regularly, 22 and 23 October 2024

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and, as a result, they benefit from the high-quality education provided by the school. Sixth-form students take attendance seriously because they know it is important to build good habits. They respect that ‘every day is a work day’.

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Leaders at all levels have worked collaboratively with staff to ensure pupils benefit from an education that enables them to be very well prepared for their future; academically, socially and emotionally. The school’s willingness to engage with external agencies and wider community support enables it to provide effective professional development opportunities for staff in areas such as SEND.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.

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How can I feed back my views?

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. 22 and 23 October 2024

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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 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). 22 and 23 October 2024

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provision

Number of pupils on the school roll 1,676

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form

Dates of previous inspection 19 and 20 January 2020, under section 5 of the Education Act 2005.

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Information about this school

 The school is part of Bridge Academy Trust.  The school makes use of one registered alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation 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. 22 and 23 October 2024

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 Inspectors met with the headteacher and other senior staff.  Inspectors met with the CEO and other trust officers.  Inspectors met with two members of the local governing body, including the chair of governors.  Inspectors visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, 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’ interest first.  Inspectors spoke with groups of pupils and observed their behaviour at breaktime and lunchtime.  Inspectors met with groups of staff and also considered the opinions expressed through the staff survey.  The inspection team considered the views of parents through responses to Ofsted Parent View. Inspectors gathered the views of pupils and staff through Ofsted’s pupil

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and staff surveys, as well as interviews and discussions conducted throughout the inspection.

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Inspection team

Jonathan Rockey, lead inspector His Majesty’s Inspector

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Inspection team

Susan Sutton Ofsted Inspector 22 and 23 October 2024

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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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