Mossley Hollins High School

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About Mossley Hollins High School

Name Mossley Hollins High School
Ofsted Inspections
Headteacher Mrs Andrea Din
Address Huddersfield Road, Mossley, Ashton-under-Lyne, OL5 9DP
Phone Number 01457832491
Phase Secondary
Type Community school
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 888
Local Authority Tameside
Highlights from Latest Inspection

What is it like to attend this school?

Leaders are ambitious for pupils and have high standards for their academic achievement and their behaviour. The vast majority of pupils work hard to rise to these expectations.

They behave responsibly and they achieve well in a range of subjects. This means that they are well prepared for their next steps by the time they leave the school in Year 11.

Pupils are motivated to attend school each day.

This is reflected in their high rates of attendance. Pupils enjoy socialising at breaks and lunchtimes and make friends easily. Pupils were less positive when they spoke about how well leaders consider their emotional well-being.

This affects how happy the...y feel in school, as they feel that the school is too strict.

Pupils are knowledgeable about and accepting of differences between people and communities. Leaders act quickly to address any incidents of bullying.

Pupils benefit from an extensive range of extra-curricular activities. Pupils can attend a range of clubs at lunchtime and after school, such as astronomy and retro games club. A new 'electives' programme introduced to Year 7 pupils allows pupils to also experience different sports, performing arts and outdoor education.

What does the school do well and what does it need to do better?

Leaders have put in place a broad, balanced and carefully considered curriculum. Pupils, including pupils with special educational needs and/or disabilities (SEND), are typically successful in their learning. The overwhelming majority of pupils study the English Baccalaureate suite of subjects, including languages.

All pupils access the full curriculum, and in lessons teachers usually skilfully adapt activities so that all learners, including those with SEND, are able to access the same content as their peers.

Leaders organise subject curriculums well. This means that in each subject, teachers are clear about the key knowledge that pupils should learn and the order in which this content should be taught.

Subject leaders work closely with local primary schools so that the curriculum builds on what pupils already know. Staff have a secure knowledge of the subjects that they teach. They typically select activities that help pupils to remember, practise and build on what leaders refer to as 'powerful' curriculum knowledge.

Teachers check how well pupils have learned new knowledge. In most subjects, teachers use leaders' assessment systems well to address pupils' misconceptions and to fill any gaps in pupils' learning.

Leaders ensure that pupils' reading skills are given a high priority.

Most pupils become confident, fluent readers. Those pupils who need extra support with their reading are identified quickly and receive effective support to catch up quickly.Some pupils with SEND are not always identified as quickly as they should be.

This means that relevant support is not always offered to these pupils in a timely way. Pupils, parents and external agencies are not always involved in the planning for the support and reasonable adjustments that are needed.

In lessons, and during social times, pupils' behaviour is calm and respectful.

This means that pupils are able to learn in lessons without disruption.

Leaders have devised a high-quality, varied programme to support pupils' wider development. Staff deliver this effectively through assemblies, form time, dedicated whole-school days, and the curriculum.

Pupils learn about a range of issues, such as healthy relationships and internet safety. Pupils benefit from a well-planned programme of careers advice and guidance. Some pupils spoken to said that they would appreciate more input on how to access support for mental health and emotional well-being.

At times, a small number of pupils feel unhappy in school as they feel that the rules are too strict, and leaders should ensure that consideration is given to supporting pupils to feel nurtured and cared for.

The majority of parents who communicated with Ofsted during the inspection expressed positive attitudes to leaders' engagement with them to support pupils. However, a minority of parents indicated that they do not feel that leaders engage with them well enough to address concerns or to explain changes to processes that the school is making.

For a small number of pupils, this hinders how well leaders can work with parents to support pupils' needs and overall well-being.

Staff are appreciative of the ways in which leaders contribute to their well-being. They told inspectors that leaders take staff's workload into account when deciding policy.

Governors are committed to the school and provide both strong support and effective challenge to leaders.


The arrangements for safeguarding are effective.

Leaders are proactive in developing the culture of safeguarding at the school.

All staff receive appropriate safeguarding training. There are regular updates and briefings to ensure that safeguarding is kept as a high priority. Staff are confident to identify and report any concerns regarding pupils who may be at risk of harm.

Leaders work effectively with outside agencies and safeguarding partners to seek advice and support for pupils who may be at risk. They bring appropriate colleagues into school to help pupils learn about how to keep themselves safe. Leaders ensure that pupils are fully aware of local risks.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small number of parents do not feel that school leaders engage with them effectively. This hinders how well leaders work alongside those parents to assist pupils who may need more support. Leaders and governors should ensure that they identify and remove barriers to engagement so that they can work more effectively with parents, who have constructive feedback and genuine concerns, on a collaborative approach to supporting pupils.

• Although SEND provision in the classrooms is effective, leaders have not ensured that the processes for identifying and reviewing the needs of pupils with SEND are sufficiently rigorous. This means that some pupils with SEND are not provided with the right support at the right time. Leaders should ensure that they have a consistently robust approach to early identification of SEND needs that pupils receive the precise support that they need in a timely way.

• A small number of pupils do not feel that sufficient resources are made available to support their pastoral care. This means that those pupils do not feel cared for and nurtured well-enough in the current behaviour management approach. Leaders should continue to refine and embed their approaches to supporting the emotional well-being of pupils.

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