All Saints Catholic School York

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are immensely proud to attend this caring school where everyone is accepted for who they are. Pupils care deeply for others. They exude tolerance, respect and compassion in all that they do.

The school's values of faith, love and unity underpin every aspect of school life. Pupils, including students in the sixth form, thrive at All Saints Catholic School.

Extremely positive relationships with staff support pupils to blossom academically and personally.

Pupils value the high-quality education that the school offers, and, as a result, they behave impeccably in lessons and around the school site. Sixth-form students act as exemplary role models to others.... Pupils eagerly welcome visitors and delight in opportunities to discuss their learning.

The school has unstintingly high expectations for pupils' achievement. Pupils benefit from a remarkably well-thought-out curriculum that prepares them extremely well for the future. Pupils, including those with special educational needs and/or disabilities (SEND), make exceptional progress through the curriculum and achieve highly.

Pupils develop high levels of independence and a deep understanding of responsibility through meaningful leadership roles. Their strong voice influences important aspects of the school's work. For example, pupils have redesigned the outside landscape, designed a new dining area and organised a world cultures day and coffee morning to support local charities.

Pupils enjoy an extensive range of extra-curricular activities, such as the Duke of Edinburgh's Award, debate club, orchestra and escape room club. These provide praiseworthy opportunities to build pupils' character and cultural breadth.

What does the school do well and what does it need to do better?

The school provides a highly ambitious curriculum that prepares pupils incredibly well for their next steps in education, training or employment.

The school ensures that all pupils, including those with SEND, study the same curriculum and benefit from equal opportunities. The swift and accurate identification of pupils' additional needs enables the school to put in place highly effective support so that all pupils, including those with SEND, can excel.

The curriculum is meticulously designed and steeped in educational research.

In each subject, the school has thought deeply about the development of pupils' knowledge and skills from key stage 3 through to the sixth form. Pupils choose from a wide range of courses that develop their academic prowess alongside their interests and talents.

Teachers have excellent subject knowledge.

They deliver the curriculum with flair and considerable expertise. Pupils absorb a wealth of important knowledge, which they successfully apply to more sophisticated concepts and ideas. Pupils readily connect their knowledge through 'bell tasks', which help them to build on previous learning.

They fastidiously consider areas of their work where they can improve. Pupils' understanding is checked thoroughly through teachers' skilful questioning. Sixth-form students flourish from teachers' high-quality explanations and expert modelling of concepts.

The school has prioritised improving the achievement of disadvantaged pupils, including those with SEND. This has had notable impact. Pupils, especially those who are disadvantaged, achieve highly across the curriculum.

Sixth-form students are extremely well prepared to move on to new destinations.

Pupils were overwhelmingly positive about the school. They display incredibly mature attitudes to learning and consciously strive to be the best that they can be.

Pupils understand the importance of reading in helping them to unlock their future potential. To this end, they read voraciously and make excellent use of the well-stocked library. Those pupils who find reading more difficult receive first-rate support to keep on track with their peers.

Most pupils attend school regularly. They are keen to engage with all that the school has to offer. Sixth-form students learn with fervour.

They are proud advocates for the school through their roles as subject ambassadors and mentors.

The school's personal development offer is extraordinary. During their time at the school, pupils develop a strong moral compass and they express clear views on what is right and wrong.

Pupils have a deep understanding and respect for other faiths and cultures. They are exceptionally well prepared for life in modern Britain. For example, pupils can explain how fundamental British values act as a bedrock for a tolerant society.

Pupils have many opportunities to lead aspects of the school. Sixth-form students organise events that help to unify the school population, for example the 'Leaf' group promotes environmental awareness. Pupils receive a broad and comprehensive careers programme.

As a result, pupils have a clear sense of direction for their future.

Until very recently, the trust, members of the local governing body and the school did not work together as productively as they could. This resulted in some urgent priorities, for example weaknesses in aspects of site security, taking too long to address.

Since the first on-site days of this inspection, the relationship between the school and the trust has considerably strengthened. Together, the school and the trust now share an unambiguous vision for the high-quality education that they offer pupils and improvement priorities are more clearly defined. The implementation of the new interim advisory board (IAB) has provided breadth of experience and expertise to the local governing body.

This is enhancing its effectiveness. However, it is too early to see the full impact of this work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Recent actions to strengthen the relationship between the school and the trust, including the implementation of the IAB, are not fully embedded. Until recently, this has hindered the school, including those responsible for governance, from addressing some improvement priorities as quickly as it could. The school and the trust should continue to work in close partnership to ensure that those responsible for leadership and governance fully understand their roles and responsibilities.