We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Chelmsford County High School for Girls.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Chelmsford County High School for Girls.
To see all our data you need to click the blue button at the bottom of this page to view Chelmsford County High School for Girls
on our interactive map.
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.
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.
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.
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.
What does the school do well and what does it need to do 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.
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.
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 are engaging and intellectually stimulating. This is because their understanding of the taught curriculum is exceptionally strong.
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.
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.
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.
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'.
