|Name||All Hallows Catholic School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||05 June 2014|
|Address||Weybourne Road, Farnham, Surrey, GU9 9HF|
|Religious Character||Roman Catholic|
|Number of Pupils||1453 (52% boys 48% girls)|
|Number of Pupils per Teacher||17.5|
|Percentage Free School Meals||2.3%|
|Percentage English is Not First Language||18%|
|Pupils with SEN Support||10.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is much larger than the average-sized secondary school. Gender balance is even in the main school, but there are more girls than boys in the sixth form. About 70% of students are White British, 10% of Asian heritage (mainly Nepalese), 7% of other White heritages (mainly European) and small percentages from several other minority ethnic backgrounds. An above average proportion of students speak English as an additional language, of whom almost none are at an early stage of learning English. A below average proportion of students receive support through the pupil premium, which provides additional government funding for specific groups including looked after children and students known to be eligible for free school meals. The school has very few looked after children. The proportion of disabled students and those with special educational needs supported through school action is below the national average. The proportion of students supported at school action plus or with a statement of special educational needs is also below the national average. The most common needs relate to behavioural, emotional and social difficulties, specific and moderate learning difficulties and for those on the autistic spectrum. A very small number of students are eligible for Year 7 catch-up funding, which is for students who did not achieve the expected Level 4 in reading or mathematics at the end of Key Stage 2. The school does not use any alternative, off-site education provision. The school received specialist status as a technology college in September 2005 and in music and provision for gifted and talented students in September 2009. Gifted students are identified by their end of Year 6 standards in English and mathematics and by teachers identifying students with particular aptitude for their subjects. The school meets the government’s current floor standard, which sets the minimum expectations for students’ attainment and progress. The headteacher is a Local Leader of Education. A new sixth form centre is due to open in September 2014.
Summary of key findings for parents and pupils
This is an outstanding school. The percentage of students attaining five good GCSE passes, including English and mathematics, has been well above average for the last four years. In 2013, almost half of the White British students attained the EBacc qualification, more than double the percentage seen nationally. Practically all students from minority ethnic heritages attained an even higher percentage of this qualification. Students’ progress is outstanding because : teaching has moved into a higher gear since the previous inspection. It is extremely effective in helping students to learn and to do well in examinations. The well-considered curriculum gives students worthwhile qualifications which prepare them well for their future lives. The sixth form is good. It represents less than 15% of the school population, but its popularity is growing. Students provide help for younger ones and mature into thoughtful young adults. Year 12 students made outstanding progress in 2013, but this was not the case in Year 13. Tighter checks on students’ progress are generating higher standards in both sixth form years. As parents confirm, students feel completely safe and happy at school. They are very well cared for and admit that the strict rules contribute to their outstanding behaviour. Students work hard, concentrate in lessons and participate enthusiastically in the very wide range of after-school activities. The school fosters very harmonious and respectful relationships between students and between students and staff. Fundamental to the atmosphere of the school is its excellent promotion of students’ spiritual, moral, social and cultural development; this permeates many lessons and activities. The headteacher, senior and middle leaders and governors have improved the quality of teaching and raised standards since the previous inspection. The headteacher’s leadership is steely on the outside and deeply caring underneath. She consistently promotes the values she wants students to acquire. The governing body has increased its effectiveness in recent years. The Chair of the Governing Body is determined to strengthen further its contribution to the school’s effectiveness.