Moat Community College Review 2026: Highfields secondary with strong progress and a clear focus on reading

A school can feel ambitious without being narrowly exam-led, and this one largely achieves that balance. Set in Highfields, it serves a diverse Leicester community and puts a noticeable emphasis on literacy, behaviour expectations, and personal development alongside GCSE outcomes. The current Principal is Brian Killeen.

The latest formal inspection confirmed the school remains Good, with safeguarding judged effective. For families, the practical headline is straightforward: this is a state school, so there are no tuition fees. Entry is coordinated through Leicester City Council and the published admission number is 210 for Year 7.

The school’s public-facing language focuses on values and everyday standards. Its stated values are Learning Excellence, Responsibility, Respect, Honesty, and Kindness, which gives a useful clue to the tone staff are aiming for: purposeful classrooms, clear expectations, and relationships built on mutual respect.

Highfields is one of Leicester’s most culturally varied areas, and the school explicitly presents itself as a place where students and staff from different cultural and faith backgrounds work together positively. That matters because it shapes daily experience, from curriculum examples to whole-school events. An example is Cultural Day, highlighted in the most recent inspection as a moment when the school explicitly celebrates culture and identity in a structured, school-wide way.

Leadership visibility comes through strongly on the website and in formal reporting. The Principal is named as Brian Killeen across official sources. The year of appointment is not clearly published on the official pages reviewed, so it is best treated as an established leadership team rather than a newly arrived headship.

The latest inspection also points to a culture where pupils feel safe, staff know families well, and discrimination and bullying are handled quickly. That is the sort of claim parents should test on an open evening, but it is helpful to see it stated as a routine expectation rather than an aspiration.

For outcomes, the most useful way to read the data is as “solidly in the middle of the national pack, with evidence of above-average progress”. In the FindMySchool ranking for GCSE outcomes, the school is ranked 1,374th in England and 19th in Leicester. This reflects solid performance, in line with the middle 35% of schools in England (25th to 60th percentile). (FindMySchool ranking based on official data.)

On headline measures:

• Average Attainment 8 score: 47.

• Progress 8 score: 0.19, which indicates students make above-average progress from their starting points.

• EBacc average point score: 4.34, above the England average of 4.08.

Parents comparing local options should use the FindMySchool Local Hub and Comparison Tool to place these figures alongside nearby secondaries, because context in Leicester varies significantly by catchment and intake.

The curriculum narrative places emphasis on sequencing, retention, and a consistent approach in lessons, including the use of knowledge organisers. This matters because it describes a school trying to make learning routines predictable, especially important for students who benefit from clarity and repetition.

Reading and language development are prominent, and there is specific evidence behind that. The latest inspection highlights targeted support for pupils who are early in learning to read or learning to speak English, including phonics and comprehension work, with an expectation of quick progress. The English department also describes structured Year 7 provision including weekly library and literacy lessons and a bespoke scheme of learning titled The Kid in the 10 Shirt. The implication for families is that literacy is treated as a whole-school priority rather than something left to one department.

Assessment and feedback also have identifiable school-specific language. Inspectors note that teachers use assessment well to check understanding, and pupils use the Moat proof-reading code to draft and develop their work across subjects. That kind of shared routine tends to help students build habits, particularly those who need explicit structure.

One important nuance is that the inspection also identifies an area to tighten further: in a small number of subjects, curriculum plans do not yet specify the precise component knowledge leaders want pupils to learn, which can affect retention over time. For parents, the practical question is whether those refinements are already embedded, and where, as this can vary by department.

Where Students Go Next

This is an 11 to 16 school, so progression is about post-16 pathways rather than an in-house sixth form. Students should expect structured careers education and exposure to employers and further education providers. The latest inspection references meaningful work experience and opportunities to encounter employers and colleges. The school also frames its careers work around the Gatsby Benchmarks.

The implication is that pupils who want a clear line of sight from GCSE options to apprenticeships, college, or sixth form should find the scaffolding in place. Parents should still check how options guidance is delivered in Years 8 to 10, and how the school supports different routes locally.

Admissions are coordinated through Leicester City Council. The school’s published admission number for Year 7 is 210.

For September 2026 entry, Leicester City Council’s published closing date for applications is 31 October 2025, with offers sent on 02 March 2026. These dates are fixed, so families should work backwards from them, particularly if they are planning house moves.

Oversubscription is handled through published criteria. After children with an Education, Health and Care Plan naming the school, the criteria include looked after and previously looked after children, exceptional social or medical need, catchment with sibling, sibling outside catchment, catchment, children of staff (in defined circumstances), then applicants outside catchment, with distance used as the tie-break within each category.

Open evenings appear to follow a consistent annual pattern in late September. Recent listings include an Open Evening on 26 September 2024, and earlier communications show a similar late-September timing. Families planning for 2026 entry should treat late September as the likely window, and check the school calendar for the current year’s booking details.

Parents considering catchment-sensitive options should use the FindMySchool Map Search to check their precise location against the council’s catchment and distance rules, and then verify details directly with the published admissions criteria.

Pastoral care is framed around safety, belonging, and consistent behaviour standards. The latest inspection describes pupils as safe and supported, with bullying addressed quickly and a strong expectation that discrimination is not tolerated.

Support for students with special educational needs and disabilities is described as a priority area in leadership practice, including identification of needs and collaboration with partners and parents. The school’s own SEND information references practical support routes, including smaller withdrawal groups, one-to-one sessions for specific needs, and a lunchtime club for vulnerable students to read, play games, or complete homework in a supported setting.

A useful implication for parents is that support is positioned as part of ordinary school life, not a separate track. The right next step is to ask how support scales, especially at key points such as Year 9 options and Year 11 exam preparation.

The extracurricular picture is best understood as a combination of enrichment through curriculum, structured events, and specific activities highlighted in formal reporting.

The latest inspection points to opportunities such as horse riding, rock climbing, and trips to museums and the theatre. It also names whole-school events that shape culture, including Cultural Day and the Moat has talent show. These are not minor details, they show a school trying to create shared experiences that reward participation and confidence as much as attainment.

Subject areas also describe enrichment in concrete terms. Science references science clubs, CREST awards, STEM events, and British Science Week, which signals structured opportunities for students who enjoy practical and applied science. Modern Languages references trips abroad, Business Language Challenge visits, in-school competitions, and visiting theatre companies. Art describes museum and gallery visits including New Walk Museum and a London Tate Gallery trip, embedded into the curriculum experience.

For families, the practical takeaway is that enrichment is not limited to a single pillar. There is meaningful breadth, and it appears intentionally linked to curriculum knowledge and cultural experiences rather than being purely recreational.

The school day is clearly published. On Monday to Thursday, registration begins at 08:40 and the end of the day differs by year group, with students in Years 7 and 8 finishing at 14:50 and Years 9 to 11 finishing at 14:55. Friday follows a similar overall pattern, with tutor time starting at 08:40 and the same finish times by year group.

There is no sixth form, so families should plan ahead for post-16 travel and timetabling when that point approaches. Term dates are aligned with Leicester City Council calendars. For day-to-day logistics, the Highfields location suits walking and public transport for many local families, but travel planning should be checked against the child’s route and after-school commitments.

• No sixth form. Students move on at 16, so families should consider how well the school’s careers guidance aligns with the specific sixth forms, colleges, or apprenticeship routes they are aiming for.

• Curriculum consistency across subjects. The latest inspection highlights that a small number of subjects still need sharper curriculum detail around precisely what pupils should learn and retain over time. Parents may want to ask where that work is now focused, and how it is monitored.

• Admissions criteria are structured and catchment-aware. For many families, the limiting factor is not preference but priority category and distance within that category. Read the council criteria carefully before relying on an assumed outcome.

• School day finishes mid-afternoon. With a 14:50 or 14:55 finish time, after-school routines need planning, particularly for working families and those travelling from outside the immediate area.

Moat Community College is a Good Leicester secondary where the strongest story is progress and a disciplined focus on literacy and curriculum routines. The inspection evidence supports a school that takes safety seriously, promotes respect, and provides structured academic support, particularly for pupils who need rapid catch-up in reading or English.

Best suited to families who value clear expectations, a literacy-led approach, and an environment shaped by shared school-wide events and practical enrichment. The main decision points are admissions priority, and planning confidently for post-16 options given the 11 to 16 structure.