Moseley Park

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

The executive headteacher of this school is Georgetta Holloway. This school is part of Central Learning Partnership Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Douglas Selkirk, and overseen by a board of directors, chaired by Robert Turton.

What is it like to attend th...is school?

Moseley Park is an ambitious and nurturing school where pupils achieve well. Staff and pupils live and breathe the school values. Everyone is treated respectfully.

Leaders expect pupils to work hard, to learn more and develop as people. Pupils generally rise to this challenge and are keen to be successful. They know they can ask for support whenever they need it, and that it will be provided.

Pupils display exemplary behaviour. They move around the school in a calm and orderly manner. In lessons, they are focused and resilient.

Pupils' relationships with staff are very positive. A respectful culture pervades the school. Pupils, including pupils with special educational needs and/or disabilities (SEND) enjoy their education.

They feel safe and highly valued. Pupils know there is always a trusted adult they can go to.

Sixth-form students are encouraged to contribute to the life of the school and wider community.

For example, they work on a variety of projects in the local community, and help Year 11 consider what to do in the future. Pupils participate in the wide range of activities the school provides. Teachers encourage all pupils to take part, including those from disadvantaged backgrounds.

Pupils are well prepared for their next stage of education, employment or training. A comprehensive careers programme ensures that pupils have multiple opportunities to engage with employers.

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

The school has developed an inclusive and ambitious curriculum.

Subject leaders have carefully sequenced every topic. The curriculum sets out the crucial knowledge and skills that pupils must know and remember. Leaders have considered any possible misconceptions pupils might develop so they can be avoided.

Teachers use a range of effective and engaging strategies to teach the pupils. They question pupils precisely to check their learning. These strategies help pupils to learn and remember what they have been taught.

Pupils benefit from an effective curriculum. Overall pupils, including those with SEND, are achieving well and progressing through the curriculum. Nevertheless, in some academic subjects the curriculum is not yet securing the desired impact.

This means that some pupils do not reach their full potential in these subjects.

The school places a sharp focus on ensuring that pupils can access the full curriculum. Leaders recognise that reading and literacy are key to high achievement.

Reading is prioritised so that any pupils who have fallen behind can catch up with their peers. This programme of reading intervention is carried out by trained staff for the pupils who need it the most. For pupils who simply need to build their reading confidence, a programme of mentoring is in place.

Sixth-form students support their younger peers as part of their enrichment programme.

The school enriches pupils' personal development through a carefully considered curriculum and range of planned activities. Pupils develop an excellent understanding of how to keep themselves safe in a range of different situations.

Pupils, including those in the sixth form, also engage with age-appropriate material to prepare them for life in modern Britain. This includes information about healthy relationships and diet, as well as financial education. Furthermore, the school ensures that pupils engage with a wide range of potential providers for their education when preparing to leave the school or sixth form.

The 'Excellence Academy' is used well to raise the aspirations of pupils. Students in sixth form talk highly of the personalised support they receive through their tutorials and their opportunities through the wider study programme.

Pupils are very committed to their learning.

Their excellent behaviour supports the effective delivery of the curriculum. All staff act in accordance with the school's clear policies. They focus on what pupils do well.

The school has very high expectations of all. Where pupils do not meet these expectations, they are helped to do so in a highly effective manner.

The school is led with great ambition, clarity and determination.

Trustees, leaders and staff put the best interests of pupils at the heart of what they do. Staff enjoy working in the school. They are proud of the difference they are making for pupils.

They are well supported by leaders who listen to their views. Staff and trustees are deeply committed to the local community. The Central Learning Partnership Trust encourages a collaborative approach to all their work.

They are passionate about ensuring that any barriers to pupils' success are overcome and ensure that the school is continually improving.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum for some academic subjects is yet to have a consistent and exceptional impact for all groups of pupils.

Therefore, some pupils are not achieving as highly as they could in these subjects. The school needs to continue to embed and develop the curriculum, so that all pupils achieve exceptional outcomes.

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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.

This is the first ungraded inspection since we judged the school to be outstanding in September 2017.