Moor Park High School

What Ofsted said

From the inspection on 13 January 2026

An atmosphere of mutual respect fills this school. Pupils get along well with each other. They feel able to be themselves, secure in the knowledge that bullying is rare and swiftly resolved. Pupils take great pride in behaving in accordance with the 'Moor Park Way'. They are extremely quick to do the right thing and rarely need reminding to follow the school's well-established routines. Pupils are well known and well cared for by staff. This includes the school's higher-than-average proportion of disadvantaged pupils. Typically, leaders take effective action to reduce any barriers to learning that these pupils may have. This is particularly evident in the highly positive way in which disadvantaged pupils engage with school and learning. The school's nurturing ethos helps all pupils to feel at ease. The majority of pupils attend school regularly. They are happy to be here. Most pupils enjoy their learning. They make reasonable progress from their starting points. However, weaknesses in the quality of teaching mean that, in a range of subjects, they do not learn as well as they should. This is reflected in pupils' attainment in national examinations at the end of key stage 4. Students in the sixth form do better. In lessons, staff check what students know more consistently. This means they have a better understanding of what they know and what they can do. In the main, students in the sixth form achieve well. Pupils relish the wide range of opportunities that are available beyond the classroom. For example, some pupils recently performed in the school's 'winter showcase' and others completed expeditions for the Duke of Edinburgh's Award. Older pupils, and students in the sixth form, take on leadership roles which enable them to contribute positively to the school community. These experiences help to develop pupils' confidence and resilience.

What the school should improve

• Leaders should ensure that highly effective teaching is embedded across the school so that all groups of pupils, including those with special educational needs and/or disabilities and high prior-attaining pupils, learn and achieve well.
• Leaders should ensure that teachers use assessment information effectively in order to address any gaps in pupils' knowledge.
• Leaders, including governors, should continue the work that has just begun to strengthen their systems for evaluating the implementation and impact of the curriculum, so that they can more accurately and precisely identify areas for development and drive improvement.

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