Teaching and Learning

At Chelmsford County High School for Girls, we are committed to pursuing excellence in teaching and learning, and so offering an outstanding experience for every one of our students. Our curriculum is ambitious, rich, and challenging and we are continually looking for ways in which we can deliver highly academic subject content in a dynamic, enjoyable, and successful manner for all students.


We take a holistic view of education, which ensures that our teaching and learning strategies and our pastoral support and services are closely linked to ensure that barriers to learning are challenged and overcome.


Developing practice through research


We develop our teaching and learning practice through our own experience and reflections, as well as by engaging with academic research, on a local, national, and international level:


Engaged locally:

  • Chelmsford Teaching School Alliance (CTSA)
  • Billericay Teaching School Alliance (BTSA)


Engaged nationally:

  • Association of State Girls’ Schools (ASGS)
  • Prince’s Teaching Institute (PTI)
  • National Association for Able Children in Education (NACE)


Engaged internationally:

  • National Coalition of Girls’ School (NCGS, based in the USA)
  • ‘Advance Girls’ research projects


Academic Resilience


Working with leaders in educational research has allowed us to identify specific study skills and personal attributes beneficial for students at different stages of their secondary education. This insight has inspired a bespoke programme of academic enrichment and resilience for our students starting in Year 7 and continuing through to Year 13.


The goal of this programme is to give each student the opportunity to develop, practice and build key academic and personal skills, which will benefit them throughout their school careers, as well as with their future ambitions.


Tracking Attainment

As part of our teaching and learning practice, we track the attainment of all students using internal teacher assessment data, as well as using external data, e.g., Fischer Family Trust (FFT). This gives us insight into our students’ attainment and allows us to determine whether our students are on track to achieve their potential. Where we may identify a need for intervention, a holistic approach is taken in consultation with our exceptional pastoral team, SENCO, and academic leaders.

The CCHS Academic Excellence in Research Award

As part of our programme of academic enrichment, our Year 10 students are invited to participate in ‘The CCHS Academic Excellence in Research Award’.

Over the course of the academic year, students are given the opportunity to conduct a research project with a Social, Moral, Spiritual or Cultural focus. Guided by their course tutors, students plan their research, evaluate, analyse and develop their project ready to present a final research piece at the end of the academic year. This course has been structured to allow students to develop critical thinking, time management, project management, as well as research and presentation skills.

Inclusive approach

We remain dedicated to offering all our students a caring environment in which they can learn and develop to their full potential. Each student is given access to our broad and rich curriculum and a range of teaching strategies are deployed to ensure the needs of our students are addressed. As outlined in our SEN information report, SEND needs are reviewed as a fundamental entitlement for our students.

Where appropriate, Pupil Premium Funding will be used to allow all students to access the same rich learning experience.

School Development Leaders

To help uphold the School’s vision and aims, we have created new roles for our senior middle leaders:  School Development Leaders. The focus of these roles is to share the strategic development of the school through delivering research-based projects and professional development sessions aligned with the school development plan.

With a key focus on teaching and learning, the School Development Leaders take responsibility for developing the practise of colleagues and impacting on the educational progress for our students beyond their immediate departments.

Two of the current projects are focussed on supporting change@cchs, with Miss Pocock looking at Diversity and the Curriculum and Mr Harvey leading work on Inclusion, LGBTQ+ and our Fair Access Plan. Mr Rowell is researching meta-memory and knowledge retrieval and how we can optimise our teaching to support student learning. The essential area of academic resilience and high challenge, high achievement is being led by Mr Carter and Mr Lodge is conducting a full review of our teaching standards and how we can best support each other to positively impact our classroom practice.


Continuing Professional Development

Our CPD vision is: from teacher training to educational leadership – nurturing and inspiring the teachers and leaders of tomorrow through excellence in personalised training and development.

To support our colleagues, we engage in professional development at all levels with whole staff training and department training, as well as reviewing the needs of each individual through our performance management process.

As with our approach to teaching and learning, we engage both in school and beyond CCHS to ensure that our CPD addresses our needs. Our well-established and distinguished partnership with the Prince’s Teaching Institute (PTI) has enabled us to share and develop the subject knowledge of teachers. We also actively participate in CPD offered through our partnerships with the National Coalition of Girls’ Schools (NCGS) and the National Association for Able Children in Education (NACE).

In school, we offer a number of professional development opportunities to support colleagues:

  • The CCHS Leadership Development Programme: delivered by the Senior Leadership Team
  • The New Starter Induction Programme: 6 sessions delivered by senior colleagues covering the key areas of school life
  • Professional Studies Programme: run weekly throughout the year addressing topics to support our trainee teachers, with support staff colleagues also attending

Teacher Training

We are committed to providing Initial Teacher Training (ITT) opportunities and welcome trainee teachers through different routes into teaching, based on their individual requirements.

We work with several training providers to ensure that training experiences suit the needs of individuals, and our school mentors engage with relevant professional development to ensure they provide excellent support and inspiration.

To support our Early Career Teachers (ECTs), we work with University College London, through the Harris Academy.