Great Baddow High School

What Ofsted said

From the inspection on 24 March 2026

The school is a harmonious community where all pupils feel valued, safe and looked after. Pupils are loyal to the school. They want to achieve well and make the most of the opportunities on offer. Hence, they rarely miss a day of school. Pupils' behaviour in lessons and around the school is impeccable. Pupils act with integrity. They make the right decisions when no one is looking, for example pupils encourage their peers when they see them dawdling to lessons. Incidents of bullying are few and far between. Over time, the school has worked to improve the curriculum and its delivery. This is having impact whereby pupils are achieving better outcomes than they were before. This includes disadvantaged pupils. Pupils are highly motivated in their learning. This results in industrious classrooms where pupils debate, ask challenging questions and show curiosity. Deaf pupils who attend the specially-resourced provision are supported well in their lessons. Alongside their peers, they benefit from wide-ranging extra-curricular opportunities, such as 'panathlon' swimming. Students in the sixth form highly value the experiences and leadership opportunities they have. They see themselves as part of a wider community and feel a responsibility to contribute to it. For example, all Year 12 students run clubs for younger pupils. Of note, is the support sixth-form students lend to the school’s reading scheme for younger pupils. They inspire younger pupils to do well. Sixth-form students appreciate the support of staff, but equally they help each other effectively. For example, they create and share blogs to support the learning of others. Due to a comprehensive programme for the preparation for adulthood, students are independent, aspirational and confident about their next steps in education, employment or training.

What the school should improve

• Leaders should ensure that the guidance staff receive on supporting pupils with education, health and care plans in the main school is precisely tailored. They should also check more closely that staff follow specialist advice where required.
• Leaders should analyse more closely the impact of the interventions they run. This is so actions for further improvement are precisely targeted to help pupils achieve well.
• Leaders should ensure that curriculum endpoints are consistently clear in all subjects. This is so teachers and pupils alike understand the goals pupils are to achieve.
• Leaders should continue their work to raise the achievement of disadvantaged pupils as well as standards attained by students in A levels in the sixth form.

Read the full Ofsted report (opens in a new tab)