Brentwood County High School, located in Essex, underwent its first inspection under the Education Act 2005 on June 7 and 8, 2022. The overall effectiveness of the school was rated as good, reflecting positively on various aspects of the educational experience provided to students. The quality of education, behavior and attitudes, personal development, leadership and management, as well as sixth-form provision were all rated good, indicating a well-rounded and effective educational environment.
Pupils at Brentwood County High School demonstrate high aspirations for themselves and their peers, understanding the importance of learning and striving for success. The atmosphere in lessons is calm and purposeful, fostering a positive learning environment. Students enjoy social interactions and take pride in their school, appreciating the positive changes implemented in recent years. The school prioritizes the well-being of its students, ensuring a safe and caring environment. Staff are approachable and responsive to students' concerns, and instances of bullying are rare, with prompt action taken when necessary.
The school has established a strong curriculum that is ambitious and well-structured, allowing teachers to deliver knowledge in a logical manner. However, there are instances where connections between previously taught material and new content are not consistently made, leading to gaps in understanding for some pupils. Leaders are aware of this issue and are working to ensure that all teachers make these connections effectively.
In terms of modern foreign languages, the school has improved its provision, enabling more pupils to study subjects within the English Baccalaureate framework. Teachers provide ample opportunities for students to apply their knowledge and practice new skills, which aids retention and understanding. Support is also available for pupils who struggle with reading, ensuring that most students achieve fluency.
The school effectively identifies the needs of pupils with special educational needs and disabilities, providing guidance to staff to adapt their teaching accordingly. However, there is a need for more comprehensive support across all subjects to ensure that the learning quality for these pupils is consistent and meets their needs effectively.
Behavior expectations are clear, and the learning environment is generally calm and productive. When behavioral issues arise, teachers utilize the school's behavior policy to restore order swiftly. Personal development opportunities are well-coordinated, allowing pupils to engage with contemporary issues and appreciate diversity. The school also provides high-quality careers guidance, assisting students in making informed decisions about their future.
The sixth-form provision is robust, with students demonstrating determination and focus in their studies. The transition program from Year 11 to post-16 education is effective, helping students develop essential study skills. Sixth-form students serve as positive role models for younger pupils, contributing to the overall school community.
The trust overseeing the school has provided necessary support and challenge, helping leaders implement improvements and stabilize leadership practices. Most staff feel well-supported, particularly in managing their workload.
Safeguarding arrangements are effective, with all staff trained to recognize and respond to potential harm. Leaders collaborate with external agencies to support vulnerable pupils and ensure that background checks are conducted for all adults working with children.
To improve further, the school needs to ensure that teachers consistently link new knowledge to previously taught content and provide appropriate guidance for adapting teaching for pupils with special educational needs across all subjects. This will enhance the overall learning experience and ensure that all pupils receive the support they need to succeed.
