Court Moor School

Court Moor School

Address: Spring Woods, Fleet, Hampshire, GU52 7RY Unique reference number (URN): 116412

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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.

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How we evaluate safeguarding

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

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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.

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Inclusion Exceptional

Leaders have crafted excellent provision for vulnerable pupils. Staff identify pupils' needs expertly. Leaders make highly precise adaptations to ensure that all pupils can access the full curriculum. If a strategy is not having the expected impact, leaders ensure that provision is refined quickly and thoughtfully.

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Inclusion Exceptional

Staff have exemplary levels of expertise. A team of highly skilled 'learning coaches' enables pupils with special educational needs and/or disabilities to develop independence and confidence. Learning coaches support pupils at precise moments in their learning, giving pupils a springboard to then excel on their own.

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Inclusion Exceptional

Pupil premium funding is used highly effectively to support disadvantaged pupils. For example, an extremely personalised reading support programme has enabled disadvantaged pupils who need this to access the whole curriculum successfully.

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Inclusion Exceptional

Leaders have the highest expectations for every pupil as they help prepare them for adult life. This has sometimes meant challenging external opinions. Pupils are taught to see any differences as something to be celebrated and benefited from, rather than a barrier to overcome. Leaders use a range of extremely effective and tailored provision to enable all pupils to access the full curriculum and school experience. This provision is not seen as a destination but as a temporary support. For example, pupils who are finding school particularly challenging spend time in the 'Study Box'. Here, pupils are given the tools to return to their usual classroom with enthusiasm and ambition. Off-site alternative provision is also used to great effect and always in the best interests of pupils.

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Inclusion Exceptional

Leaders' courageous decisions have a transformational impact on pupils who face barriers to their learning and/or wellbeing so that they thrive academically and personally.

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Leadership and governance Exceptional

Leaders, at all levels, work relentlessly and collectively to ensure an extremely high standard of education at Court Moor School. Their work epitomises the school's motto of 'caring to achieve'. Leaders prioritise strong relationships, high academic standards and traditional values. These shine throughout all areas of the school.

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Leadership and governance Exceptional

Leaders have implemented a flexible working approach for staff. This has transformed staff wellbeing for the better. It also ensures staff have the capacity to continually hone their professional skills. Professional learning is planned carefully. Leaders ensure that all staff have the expertise to carry out their roles to an extremely high standard. As a result, leaders' creativity and innovation have had a transformational impact on the lives of all pupils.

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Leadership and governance Exceptional

Leaders have a precise understanding of the school's strengths. They take swift and effective action whenever standards fall short of their exceptionally high expectations. Leaders place pupils at the centre of everything they do. They lead with tenacity, passion and unquestionable moral purpose.

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Strong standard

Governors are rigorous and have a detailed knowledge of the school. They balance challenge and support skilfully. Governors are highly vigilant and carry out their statutory duties with wisdom and care.

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Strong standard

Staff love working at the school. They feel trusted and highly valued by leaders. Staff praise the school's approach to inclusion. Leaders have created a striking vision for education that all staff support fully.

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Strong standard

Parents are also tremendously positive about the school. They feel included in their children's education. Parents praise the clear communication. One parent, representing the thoughts of many, said, 'This is a wonderful school.'

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Achievement Strong standard

Pupils achieve very well in all areas of the curriculum. Overall, pupils' achievements in GCSE examinations are significantly above national averages consistently. Pupils are very well prepared for their next steps in education, employment or training. Many go on to ambitious destinations.

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Achievement Strong standard

Pupils are rightly proud of the high quality and often sophisticated work they produce. They challenge themselves to achieve very well. Leaders ensure that pupils who have gaps in their knowledge or communication skills are supported swiftly so that they can keep up with the challenging curriculum. Pupils also develop excellent creative skills in many areas. For example, their artwork is impressive.

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Achievement Strong standard

Pupils with special educational needs and/or disabilities and disadvantaged pupils make rapid progress from their starting points. In lessons, their work is of a similarly high standard to that of their classmates. Learning coaches help the pupils they support to develop confidence and independence. This means the pupils are increasingly successful in their learning. This is reflected by their results in public examinations.

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Attendance and behaviour Strong standard

Most pupils attend school very regularly. Absence rates are significantly below national averages. This is because leaders have created a sense of belonging and community. Pupils enjoy school and want to attend. When any pupil does struggle to come to school, leaders provide timely and thoughtful support, quickly removing any barriers.

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Attendance and behaviour Strong standard

Leaders have established a culture that is very conducive to learning. Pupils are polite, self- regulated and kind. They treat the school environment, staff and each other with tremendous respect. Leaders ensure that pupils benefit from consistent routines through their 'here to learn' approach. Pupils are highly motivated in lessons. Staff ensure that classrooms are extremely positive learning environments. There are warm and caring relationships between staff and pupils. Pupils are keen to participate, answer questions and take risks without fear of making mistakes. Leaders have high expectations, which they model consistently. Pupils rise to these expectations with determination. Bullying is rare. When it does occur, it is dealt with effectively and quickly. Pupils are proud that discrimination would simply not be accepted here. The 'Court Moor character' is to have confidence, kindness, courage,

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Attendance and behaviour Strong standard

integrity and courtesy. Pupils display these attributes proudly throughout the school. This is celebrated by staff through a valued rewards programme.

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Curriculum and teaching Strong standard

Leaders have developed a curriculum that is highly ambitious, inclusive and engaging. Learning is sequenced thoughtfully. This ensures that pupils' knowledge and skills build successfully over time.

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Curriculum and teaching Strong standard

Leaders have an excellent understanding of the quality of the curriculum and teaching. They provide effective training opportunities for staff. This ensures that all teachers have expert subject knowledge. Teachers deliver the curriculum consistently well and skilfully. They use questioning thoughtfully to deepen pupils' thinking. Teachers are adept at checking pupils' understanding systematically. They do so in innovative ways that enhance pupils' engagement with learning.

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Curriculum and teaching Strong standard

Pupils who have gaps in basic knowledge of reading, writing or mathematics are very well supported. This means that they catch up quickly and move confidently to more complex learning. Across the whole curriculum, all pupils benefit from opportunities to develop their communication and mathematical skills. In many lessons, pupils develop their fluent reading skills and knowledge of subject-specific vocabulary.

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Curriculum and teaching Strong standard

Leaders make sure all pupils, including those who are disadvantaged and pupils with special educational needs and/or disabilities, learn the same rich curriculum. Teachers and learning coaches support pupils seamlessly by personalising lesson activities and encouraging independence. There are high expectations of all pupils, and pupils rise to this challenge with enthusiasm.

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Personal development and wellbeing Strong standard

Leaders have created an inspiring personal development programme, which encourages pupils to develop the 'Court Moor character' attributes of confidence, kindness, courage, integrity and courtesy. The programme is precisely planned, with pupils' knowledge successfully deepened over time. Leaders ensure that all pupils have access to the curriculum, including those who attend alternative provision. Learning is adapted skilfully for different needs. Leaders ensure the curriculum responds to local issues or pupils' views. For example, pupils have valued a recent focus on how to tackle feeling lonely during puberty.

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Personal development and wellbeing Strong standard

Pupils have a mature understanding of healthy relationships and know how to keep themselves safe. They reflect on how their decisions affect their wellbeing, both online and offline. Leaders ensure that pupils have immense respect for all individual differences and cultural diversity in modern Britain. Pupils also celebrate the shared values that help people live together fairly and safely. They speak warmly of the opportunities to consider kindness and friendship. This includes the 'allies' programme, which celebrates differences and provides proactive support for pupils who are at risk of feeling isolated. Careers education is extensive, and pupils are well prepared for life after school. Leaders ensure that pupils have many experiences learning about careers and the world of work. For example, in Year 8, pupils actively practise a variety of employability skills in an engaging careers event.

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Personal development and wellbeing Strong standard

Pupils benefit from a wide range of enrichment opportunities, including a vast array of clubs, trips and events. Pupils are proud of the school's sporting success, which is celebrated annually in a 'sports personality of the year' event. Leaders ensure that pupils have ample opportunity to develop their creative talents in performing arts. Many pupils hold leadership roles in the school with utter pride. This develops their confidence.

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Personal development and wellbeing Strong standard

Pupils highly value the pastoral support in the school. Pastoral leaders champion their pupils. This gives pupils the confidence to try new things and challenge themselves in all aspects of their education.

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

Pupils are rightly utterly proud to attend Court Moor School. They speak passionately about the support and teaching they receive from staff. Pupils feel a great sense of belonging. They value the 'small school within a big school' ethos. Pupils' appreciation of their school is reflected in their community spirit. For example, Year 11 pupils have raised money to renovate the school gym by walking to London. They will not benefit from this facility themselves, but are proud to leave a legacy for future cohorts.

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

Pupils are safe and happy. They benefit from the excellent inclusive culture that leaders have created. Pupils behave brilliantly and always with integrity. They enjoy the welcoming environment and attend school regularly. Pupils' wellbeing is prioritised so that they can excel in their education.

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

Pupils are kind to each other and celebrate the differences in their community. Excellent relationships exist between pupils and staff. Bullying rarely occurs. Pupils and staff do not tolerate unkindness on the rare occasions it does happen. Pupils show respect and care for themselves and others.

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

Pupils are aspirational. They challenge themselves in lessons and work hard. Pupils benefit from expert teaching and from studying an ambitious and broad curriculum. They achieve very well. Pupils benefit from extensive careers education and guidance about future opportunities for work and study. They are extremely well prepared for life after school.

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

Pupils embrace the wide range of opportunities on offer in the school. Many thrive in experiences such as the school's cadet force, performing arts productions and competitive sport. Pupils develop their confidence and communication skills through a range of leadership opportunities. They embrace competition and community through the school's engaging house system.

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

Pupils thrive in a school that fulfils its aim to be 'a great place to be, and a place to be great'.

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Team inspectors:

Neil Strowger, Ofsted Inspector Wendy Martin, Ofsted Inspector Carl McCarthy, His Majesty's Inspector Amy Newman, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Next steps

Leaders should sustain the effectiveness of their transformational work in inclusion, to continue to provide highly effective teaching to ensure that the achievement gap between disadvantaged and non-disadvantaged pupils continues to narrow.

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About this inspection

The chair of the board of governors in this school is Emma Sharratt.

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About this inspection

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

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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.

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About this inspection

Inspectors spoke with the headteacher, members of the senior leadership team, other members of staff, members of the board of governors, a representative from the local authority and pupils. Inspectors considered the response to Ofsted's surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The current headteacher took up her post in October 2023.

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About this inspection

The school currently makes use of 6 alternative provisions, including one that is unregistered.

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About this inspection

Headteacher: Claudia Beattie The inspector(s) used this data during the full inspection on 7 July 2026

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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.

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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.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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English and maths GCSE

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

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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.

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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.

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national average

2023/24 (final) 0.17 -0.03 Close to average

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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.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

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

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national average

2023/24 (final) 28.6% 25.8% Close to average

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national average

2022/23 (final) 29.2% 25.2% Close to average

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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.

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national average

2024/25 (final) 31.5 34.9 Close to average

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national average

2023/24 (final) 38.3 34.6 Close to average

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national average

2022/23 (final) 38.0 35.0 Close to average

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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.

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national average

2023/24 (final) -0.48 -0.57 Close to average

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national average

2022/23 (final) -0.39 -0.57 Close to average

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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.

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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.

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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.

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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.

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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).

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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.

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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