Our Lady and St Chad Catholic Academy

About Our Lady and St Chad Catholic Academy Browse Features

Our Lady and St Chad Catholic Academy

Name Our Lady and St Chad Catholic Academy
Website http://www.olsc.org.uk
Ofsted Inspection Rating Good
Inspection Date 13 March 2018
Address Old Fallings Lane, Wolverhampton, West Midlands, WV10 8BL
Phone Number 01902558250
Type Academy
Age Range 11-18
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 889 (47% boys 53% girls)
Number of Pupils per Teacher 14.5
Academy Sponsor St Francis And St Clare Catholic Multi Academy Company
Local Authority Wolverhampton
Percentage Free School Meals 33.8%
Percentage English is Not First Language 11.6%
Persisitent Absence 9.7%
Pupils with SEN Support 15.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is smaller than the average-sized secondary school. The majority of pupils come from White British backgrounds. The proportion of pupils from a minority ethnic background is above average. The proportion of pupils who speak English as an additional language is above average. The proportion of pupils known to be eligible for support through the pupil premium is higher than in most schools. The proportion of pupils who have SEN and/or disabilities is higher than average. The school is growing is size and popularity. Additional classrooms and facilities are being built, with the support of the local authority, to accommodate growth in the number of pupils on roll. The school meets the current government floor standards, which set the minimum expectations for pupils’ progress by the end of key stage 4.

Summary of key findings for parents and pupils

This is a good school The school is led well by an effective headteacher. She has established a well-understood vision for the school. The school expects pupils and staff to show a genuine interest in learning and to work hard to overcome any difficulties. Senior leaders in the school are ambitious for the pupils in their care. They have worked hard to improve teaching and to provide a good range of curriculum and extra-curricular opportunities. A programme of building is under way to meet the growing demand for places at the school. Teaching in the school is usually very effective. Careful monitoring of the impact of teaching on pupils’ progress gives senior leaders detailed understanding of strengths and weaknesses across the school. In nearly all instances, weaker teaching has been eradicated. A significant number of new staff have been appointed to the school recently. A regular programme of training supports new and more established staff well. Middle leaders meet regularly to review how well pupils are doing. They are committed to improving the quality of pupils’ experience while at the school. However, they do not yet ensure that all approaches to teaching and learning agreed by the school are implemented consistently in classrooms. Pupils make good progress during their time at school. Since the previous inspection, staffing difficulties have resulted in some uneven GCSE results. However, pupils are now taught well and achieve outcomes in line with their starting points, including in mathematics and English. Disadvantaged pupils do well. Pupils who have special educational needs (SEN) and/or disabilities are taught well and make good progress. Pupils are cared for and supported very well. The school places considerable emphasis on keeping pupils safe. Individual pupils are well known to staff. Pupils enjoy coming to school. Their behaviour is good. The sixth form provides a good education. Sixth-form students are positive about their experiences. They have access to a relevant range of courses. They are well taught and achieve good results, particularly in applied and vocational courses. Some A-level students do only a limited amount of work at home and this limits opportunities to explore and develop ideas in lessons. The governing body discharges its responsibilities well. It makes effective use of detailed management information to hold the school to account for pupils’ performance. Governors have a good understanding of the strengths and weaknesses of the school.