|Name||John Henry Newman Catholic College|
|Ofsted Inspection Rating||Good|
|Inspection Date||08 November 2016|
|Address||Chelmsley Road, Chelmsley Wood, Birmingham, West Midlands, B37 5GA|
|Religious Character||Roman Catholic|
|Number of Pupils||1242 (47% boys 53% girls)|
|Number of Pupils per Teacher||13.8|
|Percentage Free School Meals||20.5%|
|Percentage English is Not First Language||12.1%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school is larger than the average secondary school and has a sixth form. The proportion of pupils supported by the pupil premium is much higher than average. An average proportion of pupils are from minority ethnic backgrounds. A below-average proportion of pupils speak English as an additional language. An average proportion of pupils have a statement of special educational needs or an education, health or care plan. The proportion of pupils who have special educational needs and/or disabilities supported by the school is below average. A very small number of pupils attend alternative provision at I Media School. The school met the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of Year 11, and by the end of 16 to 19 study programmes, in 2015. This information is not yet available for the 2016 cohort because national progress information has not yet been validated. The school’s last section 48 inspection of religious education took place in July 2013.
Summary of key findings for parents and pupils
This is a good school Leaders have created a culture of high aspiration and personalised support for individual pupils. Leaders have improved outcomes and behaviour from very low points after the last inspection. The school continues to provide outstanding levels of personal development and welfare. Middle leaders’ monitoring of pupils’ progress enables them to put in place appropriate and effective interventions. These are having a positive impact on the progress of pupils at the school, across a range of subjects and pupil groups. Teachers have excellent relationships with their pupils and strive to build pupils’ confidence and resilience. Pupils are inspired to improve their work because lessons often provide them with model examples of high-quality work. Safeguarding pupils’ welfare is a real strength of the school. Vulnerable pupils benefit from appropriate and timely additional support when required. Students on 16 to 19 study programmes make good progress from their starting points. Students’ progress in vocational subjects is particularly strong. Pupils successfully choose appropriate destinations as a result of high-quality careers information. Most now secure high-quality places to continue their education or training after Year 11 and Year 13. Leaders have successfully implemented a system to ensure that behaviour concerns don’t escalate and can be resolved successfully. Issues with behaviour and low-level disruption are now rare. However, a high proportion of pupils are still permanently excluded from the school. Leaders do not comprehensively evaluate the impact of their actions on improving progress for all key pupil groups. As a result, progress over time is inconsistent, particularly for pupils who are disadvantaged, have special educational needs and/or disabilities, or have high levels of prior attainment. Pupils’ attendance continues to improve, but at a slower rate for disadvantaged pupils than other pupils.