All Saints Catholic College

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All Saints Catholic College


Name All Saints Catholic College
Website http://www.allsaintscatholiccollege.com/
Ofsted Inspection Rating Good
Inspection Date 12 July 2018
Address Birch Lane, Dukinfield, Cheshire, SK16 5AP
Phone Number 01613382120
Type Academy
Age Range 11-16
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 599 (37% boys 63% girls)
Number of Pupils per Teacher 15.4
Academy Sponsor St. Anselm's Catholic Multi Academy Trust
Percentage Free School Meals 20.4%
Percentage English is Not First Language 12.4%

Information about this school

All Saints Catholic College is a smaller than average-sized secondary school. It is the only school in the St Anselm’s Catholic Multi-Academy Trust (MAT). The MAT has a board of trustees, comprising seven directors and a local governing body, comprising 11 members, to oversee the school. The school had its most recent section 48 inspection, undertaken by the Diocese of Shrewsbury, in March 2017. The school continues to be supported by Blessed Thomas Holford Catholic College. The vast majority of pupils are of White British heritage. The proportion of disadvantaged pupils is much higher than the national average. There are six children looked after on roll. The proportion of pupils who have SEN and/or disabilities is lower than the national average. The school uses alternative provision at Tameside College for a small number of pupils. In 2017, the school did not meet the government’s floor standards. The floor standards set the minimum expectations for pupils’ progress and attainment at the end of key stage 4.

Summary of key findings for parents and pupils

This is a good school Leaders have transformed this school into a vibrant and happy learning community where everyone must ‘Be inspired. Be excellent. Succeed.’ The headteacher and executive headteacher have made a profound difference since they took over leadership of the school. They lead with passion, determination and moral purpose. The principles of ethical and sustainable leadership are paramount. Leaders, governors and the trustees have an accurate view of the quality of education that the school provides. Self-evaluation and improvement plans are clear and precise. Governors and the trustees are effective in holding leaders to account for the quality of education that the school provides. The leadership of teaching and learning is good. Staff receive high-quality training and support. As a result, pupils benefit from good-quality teaching. Some teachers do not use the information that they have about pupils’ prior knowledge and skills to maximise learning and progress. Middle leadership is good. Middle leaders are held to account for the progress that pupils make in their subject areas. They are highly skilled in evaluating the impact of teaching on pupils’ learning and progress. The curriculum is broad, balanced and generally well planned. However, leaders and governors have not evaluated the impact of the curriculum on pupils’ learning and progress. Outcomes for pupils in the past three years have been inadequate. Leaders now ensure that pupils are on a journey of success. Current pupils make consistently good progress across both key stages 3 and 4. Pupils make good progress in mathematics. However, pupils in key stage 3 do not have sufficient opportunities to apply their knowledge to more complex problems. Disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities make much stronger progress from their starting points. Leaders use additional funding well to remove barriers to learning. Children looked after, and young carers, are well supported to enjoy and achieve. Most pupils progress to education, employment or training. However, some pupils’ aspirations are not high enough. Pupils value the strong pastoral system. Pupils’ mental health and well-being are exceptionally well cared for. Pupils’ behaviour around school and in lessons is good. Pupils feel valued by their teachers and they are very proud to attend this school. Pupils’ rates of attendance are above average. The proportion of pupils who are regularly absent from school is below the national average. There are effective systems in place to communicate with parents. Parents have a positive view of the school.




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