Philip Morant School and College

Highlights from Latest Inspection

What is it like to attend this school?

Even though this is a large school, there is a warm 'family feel' to it. Pupils are happy here and feel well looked after.

They know that staff are available ready with a 'listening ear'. New Year 7 pupils settle in quickly and respond well to staff's high expectations. Pupils navigate the large site efficiently and quickly learn the importance of being on time for their lessons.

Pupils behave well. They appreciate staff being consistently firm and fair. Pupils see that the calm environment helps them to learn better.

Whatever your faith, ethnicity, sexuality or background, you are welcome here. Pupils have a strong understanding and appreciation of inclusion... and diversity. Staff share explicitly their high expectations for this.

Like their peers, pupils with special educational needs and/or disabilities (SEND) follow an ambitious curriculum. They enjoy interesting lessons. Pupils' mental health and physical well-being are prioritised.

Pupils highly value the wide-ranging sports opportunities and being part of a sports academy. A significant number of pupils choose to undertake extra sporting activities, including before school.

Almost all pupils and sixth-form students, including those with SEND, secure their next steps in education, employment or training.

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

Philip Morant has changed significantly over the past few years. Pupils are achieving better in their qualifications. They are enjoying school and, so, want to attend.

The trust's focus on improving the quality of modern foreign languages is enabling more pupils to study for the full range of subjects that make up the English Baccalaureate.

The ambitious curriculum is well established across most subjects, including in the sixth form. Pupils have a good understanding of key knowledge because teachers have thought carefully about what they need to know and do.

Teachers explain concepts well. They give pupils the opportunity to practise and consolidate their learning. Teachers spot readily misconceptions and address them quickly to move pupils on in their learning.

There are strong systems for improving pupils' reading ability. Staff identify early pupils' specific needs and make sure they follow the right programme to help them improve. This includes learning phonics.

As a result, pupils gain confidence reading fluently and at speed. Pupils read widely on a regular basis. The explicit teaching of vocabulary and cultural references means that pupils can access more complex texts.

Pupils with special educational needs and/or disabilities (SEND), including those in the enhanced provision, are very well catered for. Teachers know the pupils and their needs well. They use pupils' support plans to make sure that they participate fully in lessons.

Specialist staff effectively support those pupils with visual impairment and those who are deaf. These pupils are experiencing the same curriculum and suite of qualifications as their peers. Staff successfully manage pupils who have highly complex behavioural needs.

Suspensions have significantly reduced.

School is a calm and orderly place. Pupils respect staff.

They show this in their responsiveness to instructions. Pupils have a good understanding of tolerance and diversity. Their understanding of religion and faith is less secure.

This is due to a legacy of the school providing insufficient time for the effective teaching of religious education (RE). Leaders are rectifying this. They have given more time to the teaching of RE and are strengthening the curriculum.

The new curriculums for personal, social, health and economic (PSHE) education, relationships and sex education (RSE) and careers are working much better than previously. These areas are now taught by a specialist team which receives training on the latest government guidance. Less developed is pupils' ability to make connections across their learning for their personal development.

For example, understanding the relevance of subjects and the essential skills they need for future careers.

The enrichment offer for the main school is wide-ranging and diverse. Pupils take part in many of the clubs on offer.

They are proud of representing their school, for instance being part of the signing choir at Chelmsford Cathedral. The sixth-form enrichment offer is not as well planned. Currently, students who are part of the sports academy have more access to voluntary work and leadership opportunities.

This is not the case for those students who follow the A-level pathway. Leaders have plans to address this.

Diligent trustees make sure that the school is led and managed effectively.

Staff are proud to work at the school and feel valued. They see the differences that leaders are making. As one member summed up the views of many, 'It is a school that genuinely wants the best for the students.'



Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The links between and parity of the programmes for pupils' personal development require further work. Some pupils do not understand clearly how their learning in PSHE, RSE and careers helps with their preparation for adulthood.

Some students in the sixth form are not benefiting from the wider range of opportunities that are available. The trust and school leaders should continue in their efforts to promote the relevance of subjects and essential skills to future careers and opportunities.They should ensure that all pupils and sixth-form students have access to a wide, rich set of experiences, regardless of the course pathway they are on.

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