King Edward VI Grammar School, Chelmsford

Strengths

• Pupils make excellent progress from high starting points across year groups and subjects.
• Achievement is exceptionally high, with pupils producing high-quality work and becoming very ready for public examinations.
• Leaders offer a wide range of qualifications and invest in pupils excelling, including in a broad and highly successful languages provision.
• Pupils, including the most vulnerable, achieve consistently high standards that transform post-18 opportunities.
• The sixth form provides a rich, vibrant and well-thought-out experience with highly ambitious, up-to-date content.
• Sixth-form teachers are very knowledgeable and encourage students to apply their learning in exceptionally complex ways.
• Sixth-form students are thoroughly motivated, read and learn extensively, and take responsibility for their learning.
• Leaders know sixth-form students very well and provide timely, well-coordinated academic and pastoral care.
• Students from all backgrounds achieve the highest standards in the sixth form.
• Sixth-form students access an excellent range of wider opportunities, including charity work and high-quality work experience.
• Attendance is very high and persistent absence is low, sustained over many years, including for vulnerable pupils.
• Leaders are tenacious in supporting the very small number of pupils whose attendance could be better.
• The 'KEGS spirit' of respect, kindness and hard work is highly valued and non-negotiable.
• Pupils behave well, are respectful, and classrooms are harmonious hubs of learning.
• Pupils are taught how to keep safe, including online, and proactively report the rare incidents of bullying.
• The curriculum is carefully shaped to align with pupils' abilities, interests and aspirations.
• Teachers have considerable, up-to-date subject knowledge and lead highly enthusiastic debates and discussions.
• Teachers use a wide range of information to check learning and pinpoint precise support.
• The literacy strategy helps pupils, including those with English as an additional language, to write fluently and develop complex writing.
• Pupils receive highly personalised care and support in a welcoming and vibrant community.
• Leaders identify pupils' needs precisely and put highly effective support in place, with a valued pupil support unit.
• Leaders carefully check the impact of support, including additional funding for disadvantaged pupils.
• Staff receive well-planned, regular training about specific needs, including SEND.
• Leaders and trustees have a thorough understanding of the school's strengths and priorities.
• Leaders listen carefully to pupils, staff and parents/carers and implement well-considered, effectively planned changes.
• Leaders manage staff workload and wellbeing well, creating a vibrant and happy working environment.
• Trustees are proactive, diligent and tenacious advocates for pupils and check leaders' work effectively.
• Pupils develop a precise understanding of values such as democracy and equality and respect differences in society.
• The house system is highly valued and embedded, with many pupils taking on responsibilities.
• There is an extensive and well-attended extra-curricular offer, including engineering, orchestra, Combined Cadet Force and Duke of Edinburgh.
• Pupils receive high-quality impartial careers information and guidance, with particularly strong sixth-form careers provision.
• Disadvantaged pupils are well represented in extra-curricular experiences.
• Sixth-form students are exceptional role models and contribute meaningfully to the local community through voluntary work and mentoring.
• Destinations after 16 and A-level average point scores are above national averages.
• Safeguarding standards are met, with an open and positive culture of safeguarding.

• Primary Schools
• Secondary Schools