Moseley School and Sixth Form

Moseley School and Sixth Form

Address: Wake Green Road, Moseley, Birmingham, West Midlands, B13 9UU Unique reference number (URN): 103519

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

This school requires special measures

His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to provide an acceptable standard of education, and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

p.2

Post 16 provision Expected standard

The school offers an effective sixth-form provision. Many of the challenges faced by pupils in the main school do not extend to the sixth form. In the sixth form, teaching is of a high standard and staff work hard to get to know their students, including vulnerable students. As a result of this, students learn well and their achievement is broadly in line with national averages.

p.2

Post 16 provision Expected standard

Sixth-from students benefit from teachers with strong subject knowledge. The individual needs of students are consistently known and met. Staff use assessment well to make any adaptations that students may need. This works well. Students routinely produce classwork of high quality. They acquire a depth of understanding of the knowledge and skills in their chosen subjects.

p.2

Post 16 provision Expected standard

Students in the sixth form act as ambassadors for the school. They behave impeccably and attend frequently. Students speak passionately about their experiences in the sixth form. All have a wide offer of enrichment opportunities, which they keenly complete. This includes mentorship of younger peers. Students are proud of the sixth form.

p.2

Post 16 provision Expected standard

The effective careers programme ensures that sixth-form students, including those who face barriers to their learning and/or wellbeing, receive the help and advice needed to meet their career aspirations. This work includes meaningful engagements with potential employers, for example. Sixth-form students move on to appropriate destinations.

p.2

Achievement Needs attention

Pupils’ academic achievement is below the expected standard. The performance of pupils in external examinations taken at the end of Year 11 is mixed. Disadvantaged pupils, and those with special educational needs and/or disabilities, achieve broadly in line with their comparative peers nationally. However, other groups of pupils do not do well.

p.2

Achievement Needs attention

Due to current weaknesses in the quality of teaching, pupils do not achieve consistently well across the curriculum, especially in subjects such as mathematics and science. Pupils’ classwork is often of poor quality, left unfinished or not attempted. Many pupils do not secure key foundational knowledge in reading and mathematics. Where pupils access bespoke intervention, this is effective and pupils are supported to become fluent readers. However, day-to-day teaching does not routinely help pupils develop this knowledge in class. As a result, pupils do not achieve as well as they should.

p.2

Attendance and behaviour Needs attention

Attendance has improved as a result of the effective oversight of this aspect of the school's work. Whole school attendance is now in line with national averages. This includes the attendance of disadvantaged pupils and those with special educational needs and/or disabilities (SEND). The number of pupils who miss significant amounts of school has reduced. The school works effectively to remove barriers that pupils have to attending regularly.

p.3

Attendance and behaviour Needs attention

Leaders have recently introduced a new behaviour policy. Leaders’ expectations of pupils’ conduct have been raised. However, while the school has supported pupils in their understanding of its new behaviour systems, these are not yet fully embedded. As a result, while the majority of pupils comply with the raised expectations, a number of pupils need reminding of the school’s high bar. Pupils are not yet consistently respectful or set positive examples to others through their thoughtful behaviour.

p.3

Attendance and behaviour Needs attention

Leaders have not ensured that the approaches to behaviour are suitably adapted for pupils with SEND. Leaders are now taking action to address this, especially in key stage 3 but this work is at a very early stage. There has been limited impact from this work on improving pupils' conduct.

p.3

Inclusion Needs attention

Pupils enjoy learning alongside others from a wide range of different backgrounds. Leaders check carefully to identify any barriers that pupils may have, including special educational needs and/or disabilities (SEND).

p.3

Inclusion Needs attention

Teachers do not consistently receive useful information and appropriate training about how best to support pupils in lessons. This means that, typically, the help pupils get in lessons is not routinely matched to their individual needs. This has a negative impact on pupils’ learning.

p.3

Inclusion Needs attention

The school’s tracking of how pupils with SEND progress through the curriculum lacks precision. Leaders are unclear about when the help they provide is effective and when it is not. The school does not routinely use the information from checks on learning to adjust their support or try new things. As a result, many pupils do not overcome their barriers to learning.

p.3

Inclusion Needs attention

The school commissions places at a range of providers of alternative provision. Places are matched well to pupils’ needs and staff maintain close oversight of these placements.

p.3

Personal development and wellbeing Needs attention

The school has designed a comprehensive personal development programme. Some of this programme is well established. Pupils are helped to discern right from wrong. They learn how to cooperate and communicate effectively, when there is a relationship breakdown. Pupils learn how to understand the risks in the wider community and online. Other aspects of this programme are at the early stages of development and have not been implemented fully. This means some pupils do not fully celebrate and recognise the diversity of the school community.

p.4

Personal development and wellbeing Needs attention

The personal development offer is enhanced by visits to places of interest, residentials and listening to school visitors. This offer also incorporates the school's new '15 expectations'. These have been designed to help develop pupils' moral, social and cultural awareness. The impact of this work on pupils is currently mixed. While many pupils recognise a culture of tolerance and respect, this is inconsistent. For example, some girls report that boys occasionally display inappropriate attitudes towards them. They feel that when these issues have been raised, they have not been effectively tackled by the school.

p.4

Personal development and wellbeing Needs attention

In careers education, pupils receive information about future career paths that are tailored to their circumstances. As a result, pupils are knowledgeable about their next steps.

p.4

Personal development and wellbeing Needs attention

An extra-curricular programme is offered. The school offers activities that match pupils’ interests, including, sporting and creative pursuits. Leaders analyse pupils’ attendance at clubs and take steps to support vulnerable pupils to benefit from the extra- curricular offer. However, a minority of pupils commented on the variety and availability of this offer.

p.4

Curriculum and teaching Urgent improvement

Leaders are aware that the quality of education has declined over time. They know that many weaknesses exist yet have acted too slowly to address these. For example, leaders have not ensured teachers have the subject and pedagogical knowledge they need. As a result, pupils do not learn the intended curriculum well.

p.4

Curriculum and teaching Urgent improvement

The school has very recently restructured its curriculum. Pupils now have more time to secure important knowledge across subjects in key stage 3. However, imprecise explanations mean that pupils do not always understand what they have been taught. Teaching does not routinely support pupils to link aspects of new knowledge to what they have already learned.

p.4

Curriculum and teaching Urgent improvement

Although teachers know their pupils well, they do not understand the barriers to learning pupils may have or how to best help them to overcome these barriers. Adaptations to teaching are rare and poorly planned. This impacts all pupils, but particularly those with special educational needs and/or disabilities. Consequently, for too many pupils, their experiences in lessons do not help them to learn and make progress. The school does not use assessment effectively to find out what pupils can do and have learned. Many pupils have gaps in their learning that go largely unidentified. Staff do not address these. Consequently, pupils do not secure the knowledge they need to be successful.

p.4

Leadership and governance Urgent improvement

Leaders have failed to take appropriate and timely action to identify and address weaknesses at the school. As a result, standards in pupils’ outcomes have fallen, the quality of teaching has declined and pupils’ behaviours and attitudes have worsened. Actions to address these issues have only very recently been implemented. It is too soon to identify any impact of this work.

p.5

Leadership and governance Urgent improvement

Leaders have not ensured that all pupils and staff have a positive experience at school. Recent and significant staff turnover has further exacerbated this situation.

p.5

Leadership and governance Urgent improvement

The relationship between the governing body and the school is complex and somewhat fractured. Governors do not fulfil their responsibilities to effectively challenge and support leaders to stem the decline of standards at the school. The information governors receive about the school is not always accurate or fit for purpose. Furthermore, leaders have not ensured governors have the knowledge and expertise to fulfil their statutory duties effectively.

p.5

Leadership and governance Urgent improvement

While many staff who shared their views are positive about the school, there exists a significant minority that do not feel valued or supported by leaders. There were a small number of responses to Ofsted’s Parent View survey. Some of these responses expressed concerns about current arrangements at the school.

p.5

What it's like to be a pupil at this school

There has been a significant decline in standards at this school since the previous inspection. Many pupils do not currently receive a high-quality education. The school has not acted swiftly or effectively to stem this decline.

p.5

What it's like to be a pupil at this school

Pupils’ academic experiences are very mixed. Pupils do not learn the curriculum as well as they should. Pupils who may face barriers to their learning and/or wellbeing do not consistently receive the help they need to achieve well. Staff have a limited understanding of the additional needs that some pupils have. Too often, pupils are not supported sufficiently well to learn the current curriculum in place.

p.5

What it's like to be a pupil at this school

The sixth-form provision is more effective. Students in the sixth form are more successful than pupils in younger years. They benefit from a provision that ensures they gain the knowledge and skills they need for their next steps. A combination of stronger teaching and effective pastoral care allows sixth-form students to flourish.

p.5

What it's like to be a pupil at this school

The school has recently begun working to improve pupils’ behaviour. While pupils know the new behaviour policy, few fully understand why it has been implemented. This makes it difficult for pupils to understand how to meet these new high expectations.

p.5

What it's like to be a pupil at this school

Pupils generally want to come to school. This is evident in the improved attendance figures. Most pupils believe that staff will deal effectively with any incidents of bullying. However, some girls do not feel reassured that inappropriate behaviour from boys is consistently acted upon when this is reported to staff.

p.6

What it's like to be a pupil at this school

The school has a clear programme in place to further pupils’ personal development. Pupils are taught about healthy relationships, different cultures, world religions and respect for all people. However, the impact of the programme is not fully evident. Within school, some boys in particular continue to behave inappropriately towards girls, for example.

p.6

Next steps

The school should ensure that those responsible for governance have the knowledge and skills to support them to provide robust help and challenge to leaders on all aspects of the school’s provision. Leaders should ensure that staff have the knowledge and expertise to implement the intended curriculum well. Leaders should ensure that staff have the necessary skills to adapt teaching effectively, especially for pupils with high levels of prior attainment and those who may have barriers to their learning and/or wellbeing, so that pupils achieve well. Leaders should ensure that teachers receive appropriate information and training to understand pupils’ barriers to learning and/or wellbeing, and ensure that pupils are supported to overcome these barriers in lessons. The school should make sure that all pupils understand the behaviour rules and expectations, and that they are fully supported to follow these consistently.

p.6

Next steps

The school should ensure that all pupils understand, tolerate and respect people from different backgrounds, faiths and genders, and feel confident that staff will address issues when they are raised. The school should ensure that areas of weaknesses in the school are swiftly identified and addressed. They should make sure that any improvement strategies are regularly evaluated to have the desired impact on pupils.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the headteacher, deputy headteachers, senior leaders, other leaders and staff at the school, including early career teachers. Inspectors held a telephone conversation with representatives from the local authority. The lead inspector met a group of

p.6

Team inspectors:

Thomas Walton, Ofsted Inspector Alexander Laney, His Majesty's Inspector Andrew Madden, His Majesty's Inspector Ian Tustian, Ofsted Inspector Tim Hill, His Majesty's Inspector

p.7

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

Facts and figures used on inspection

This data is from 9 December 2025 governors, some remotely, including the chair and vice chair of governors. Inspectors visited lessons. They looked at pupils’ work. They spoke with pupils at different times across the school day and observed behaviour in lessons and around the school site. Inspectors considered the responses to Ofsted’s staff survey. They considered the responses to the online survey, Ofsted Parent View, including parents’ free-text comments.

p.7

Facts and figures used on inspection

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.

p.7

Facts and figures used on inspection

In accordance with section 44(1) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

p.7

Facts and figures used on inspection

The school may not appoint early career teachers before the next monitoring inspection. The position regarding the appointment of early career teachers will be considered again during any monitoring inspection we carry out.

p.7

Facts and figures used on inspection

The inspectors confirmed the following information about the school:

p.7

Facts and figures used on inspection

The school has undergone a significant staff turnover in recent times.

p.7

Facts and figures used on inspection

The school uses 5 registered alternative provisions for some of its pupils.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.8

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.8

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.8

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.9

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.9

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.9

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.9

English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

p.9

Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.10

Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

p.10

(provisional)

2023/24 (final) 30.0% 25.8% Close to average

p.11

(provisional)

2022/23 (final) 20.3% 25.2% Close to average

p.11

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.11

(provisional)

2023/24 (final) 37.8 34.6 Close to average

p.11

(provisional)

2022/23 (final) 37.6 35.0 Close to average

p.11

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.11

national average

2023/24 (final) -0.37 -0.57 Close to average

p.11

national average

2022/23 (final) -0.51 -0.57 Close to average

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.11

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

p.12

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.12

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.12

Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

p.13

A-level average point score

The average points that students achieved per A-level entry.

p.13

national average

2022/23 (final) 32.45 34.16 Close to average

p.13

A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

p.13

national average

2024/25 (revised) -0.1 0.0 Close to average

p.14

national average

2023/24 (revised) -0.1 0.0 Close to average

p.14

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.14

national average

2024/25 (2 term) 8.6% 8.1% Close to average

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.15

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

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.15

Urgent improvement

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.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15