Bishop Ullathorne Catholic School

Highlights from Latest Inspection

What is it like to attend this school?

Bishop Ullathorne is a welcoming, caring school community.

The values of the 'Ullathorne way' underpin all aspects of school life. Pupils value the school's ethos and it contributes to why so many have very good attendance.

The school has high expectations and aspirations for pupils' behaviour and learning.

They want pupils to be the best person they can be. Pupils understand the importance of respect for others and the impact their choices have on everyone in the school. Pupils behave well in lessons and almost all apply themselves well to their learning.

At break and lunchtimes, pupils enjoy each other's company. There are warm relationships betwee...n staff and pupils.

Sixth-form students enjoy taking on roles to support the school community, including reading with younger pupils and delivering diversity workshops.

Pupils see the value in completing the 'super-curricular' activities provided by each subject. They value the wellness checks they fill in on 'Wellbeing Wednesdays'. There are many clubs on offer, including debating, Warhammer, choir and various sports.

Many pupils participate in the Duke of Edinburgh Award. The curriculum is enhanced by visits; for example, trips to a fashion exhibition in London and World War 1 trenches in Belgium.

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

The school has an ambitious and inclusive curriculum.

It has been designed to ensure that pupils' knowledge builds clearly over time. Key stage 3 pupils enjoy a rich learning experience across the arts and design technology carousel. Sixth formers benefit from a wide choice of A-level subjects.

Across all key stages, lessons at Bishop Ullathorne are characterised by teachers who know their subjects well and pupils who are eager to learn. Teachers give clear explanations and model thinking processes well. However, there is some variation in how well questioning is used in lessons.

This means that pupils do not always acquire the depth of knowledge they are capable of. Pupils appreciate the helpful feedback they receive from their teachers and know how to improve their work in their 'DIRT' sessions.

Teachers make sure that the learning tasks they set enable pupils to apply their learning independently.

They help pupils to practise the skills they need to demonstrate in their assessments at the end of key stages 4 and 5. Pupils take pride in the work they produce. Most pupils and students achieve good examination results, but this is not always the case for disadvantaged pupils.

Outcomes for these pupils are improving, but not yet consistently enough across the curriculum. The school does not have a shared approach to closing the learning gaps for pupils who are persistently absent.

The school carefully identifies the needs of those pupils with special educational needs and/or disabilities (SEND).

The 'student support plans' help staff to understand how they can adapt lessons to meet these pupils' needs. Because they do this well, pupils with SEND achieve good outcomes.

The importance of reading is understood by staff and pupils alike.

The school uses a range of information to identify any pupils who are not yet confident, fluent readers. These pupils then benefit from targeted interventions to help them make rapid progress. The school is currently working on how weaker readers can be fully supported across the curriculum.

The school's pastoral work is excellent, and pastoral staff know the pupils very well. Attendance is, typically for most pupils, very good, but the school is determined to improve it further. They know poor attendance is hindering the learning and outcomes of some pupils.

Staff work successfully with pupils and their families to reduce barriers to being in school.

The school has very high expectations of behaviour and these are understood well by pupils. When needed, the school makes appropriate use of suspensions and exclusions.

Pupils know that poor behaviour will be dealt with fairly. The school's work to support pupils who sometimes make the wrong choices has resulted in those pupils making better choices in the future.

Pupils learn well about their role and responsibilities in modern Britain and how to keep themselves safe through the citizenship, personal, social, health and economic curriculum.

Different departments are looking at how they can make the content of their curriculum more representative of the school's diverse community. Pupils receive useful guidance around careers and are well prepared for their next steps in life and education.

Trustees and governors are diligent in ensuring the school is meeting its responsibilities.

Staff are appreciative of how leaders take their workload and well-being into account. They know the values of the 'Ullathorne way' apply to staff and pupils alike.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is some variation in the quality of questioning used to check pupils' understanding in lessons. This means that sometimes pupils do not get the opportunity to deepen their learning or have misconceptions addressed quickly enough. The school should ensure that all staff have a secure understanding of how to use questioning effectively.

• There is more to do to close gaps for disadvantaged pupils, including those who do not attend school often enough. Some disadvantaged pupils are not achieving the outcomes they are capable of. The school should ensure that all staff understand and are equipped to fulfil their role in improving outcomes for all disadvantaged pupils.