Moorside High School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. In the year since the previous inspection students' attainment has risen rapidly in English and mathematics. Attainment is significantly and consistently above average on some measures and in an increasing range of GCSE subjects.

This is because of the determined actions of the headteacher and his staff to improve the school. The proportion of students making more than expected progress is rising rapidly. Students' progress through the school in English and mathematics is at least in line with the national average and sometimes above it.

There is little difference in the achievement of different groups of students and where gaps exist, t...hey are reducing. The exceptionally positive ethos that pervades the school encourages students' above average attendance. Their behaviour and their enthusiastic attitudes to learning are exemplary.

The relentless focus of the headteacher, senior leaders and governors on improving the quality of teaching and of the curriculum has contributed strongly to students' improved progress. Parents, staff and students are overwhelmingly positive about the changes they have made. The school's own evaluation of its performance is honest, accurate and firmly based on a rigorous assessment of students' achievement.

Students who are falling behind are therefore identified and supported quickly and senior leaders have a clear view of how the school can improve further and faster. It is not yet an outstanding school because : Teaching and achievement are not yet outstanding because teachers concentrate on task completion rather than on developing students' understanding of the deep concepts of their subjects. This prevents some of the most able from gaining the highest GCSE grades.

Students do not always have enough opportunities to practise writing at length in all subjects. Some subject improvement plans do not always focus sharply on achievement or include clear measures of success.

Information about this school

The school is smaller than the average-sized secondary school, but student numbers are increasing.

Almost all students are of White British heritage and very few students are at the early stages of learning English as an additional language. The proportion of students who have a disability or special educational needs and are supported at school action is below average. The proportion of those students supported at school action plus or with a statement of special educational needs is just below average.

The percentage of students supported by the pupil premium is just below the national average. (The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and those children who are looked after by the local authority.) A small number of students attend Springwood Special School for short-term placements that support their emotional needs.

The school gained specialist status in mathematics and computing in 2009 and also holds a range of awards, including Healthy School status, the Independent Advice and Guidance for Careers (Gold) award and the Continuing Professional Development Mark. The school moved into new purpose-built premises in September 2013. The school meets the government's current floor standards, which are the minimum expectations for students' expectations and progress in English and mathematics.