Moor Park High School

Strengths

• Safeguarding standards are met and the school has an open, positive safeguarding culture.
• Pupils' attendance is high and continues to improve, with persistent absence below national averages.
• Behaviour is a clear strength: classrooms are calm, pupils are eager to learn, and bullying is rare and swiftly resolved.
• Pupils feel safe, respected and able to be themselves, and they take pride in following the 'Moor Park Way'.
• Leaders have built an inclusive, nurturing community where disadvantaged pupils and pupils with SEND feel a clear sense of belonging.
• Personal development is well provided for through enrichment, PSHE, British values and careers education.
• Pupils, including disadvantaged pupils, benefit from wide opportunities such as theatre visits, music lessons, kickboxing and table tennis.
• Sixth form students receive tailored study programmes, learn well and are well prepared for their next steps.
• Leaders make thoughtful use of alternative provision and maintain close oversight of its effectiveness.
• Staff are proud to work at the school and value leaders' consideration of their workload.

Areas for Improvement

• Pupils' attainment in national tests at the end of key stage 4 has been low over time.
• There is not a trend of improvement over time in most subjects.
• Many pupils, including some high prior-attaining pupils, do not achieve as well as they should.
• Progress through the curriculum is uneven because teaching quality is inconsistent, particularly in key stages 3 and 4.
• Some teachers do not use assessment information well enough to address gaps in pupils' knowledge.
• Some pupils who need additional support do not receive it effectively.
• At key stage 3, some teachers do not give pupils enough opportunities to apply and deepen their knowledge.
• Leaders' actions to develop teachers' expertise have not had sufficient impact.
• Leaders and governors have been slow to address pupils' underperformance in national tests.
• Systems for checking the effectiveness of the curriculum and teaching are not thorough enough.
• Governors and leaders have been too positive when evaluating the quality of education.
• Use of pupil premium to increase attainment is at an earlier stage, and support for pupils with additional needs remains variable.
• Support for pupils' handwriting development is at an earlier stage.

• Primary Schools
• Secondary Schools