Bishop Walsh Catholic School

Highlights from Latest Inspection

Outcome

Bishop Walsh Catholic School has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Natalie Brodie.

She is the executive principal and is responsible for this school and one other. This school is part of the St John Paul II Multi Academy trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Teresa Cotter, and overseen by a board of trustees, chaired by Maria Stirrop.

What is it like to attend this school?

Pupils, sixth-form students and staff are rightly proud of their school. It has very high expectation...s of pupils' behaviour. These are rooted in the school's values, which underpin the ethos of a caring community in which everyone is kind to each other.

Pupils meet these expectations because they want to do the right thing, both for themselves and the wider school community. On those occasions when they do not make the right behaviour choice, pupils know that they will face a fair consequence and be supported to get it right next time.

In lessons, pupils are attentive and apply themselves well to their learning.

They make the most of the feedback they receive from staff and are keen to improve their work. They like how their 'subject booklets' help them to organise their learning and easily locate things they have learned previously. Pupils value the support they receive from the learning mentors.

Consequently, pupils achieve well and are well prepared for the next stages in their education.

Pupils benefit from a wide range of extra-curricular activities, including many sports clubs and performing arts activities. Many play an active part in the school community, including as members of the chaplaincy team, school council and the eco-team.

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

The school has seen significant change and improvement since the previous inspection. Leaders have worked effectively to improve all areas of the school's work. A key part of this work has been the development of the curriculum, which is now broad and ambitious for all pupils.

Pupils achieve strong outcomes, although some disadvantaged pupils do not achieve quite as well as their peers. Sixth-form outcomes are also improving, and a very high proportion of students progress on to their university of choice.

Each subject has a precisely sequenced curriculum to enable pupils to build a depth of learning from Year 7 to Year 13.

Typically, the curriculum is delivered very well. Staff use their expert subject knowledge to explain new learning and model thinking processes with great clarity. Most of the school's chosen teaching strategies, such as how pupils recall their learning at the start of lessons, are used effectively.

Staff are adept at identifying misconceptions and addressing them promptly. There are a few areas of practice which are not consistently delivered to the same high standard. For example, some questioning overrelies on factual recall and does not enable pupils to explore and apply some of the more complex concepts well enough.

There are occasions when pupils do not have the opportunity to discuss their learning and deepen their understanding effectively. The school's 'learning cycle assessments' are used well. Pupils are clear about any gaps they have in their knowledge and teachers use them to inform any future learning.

The school's work to identify and support pupils with special educational needs and/or disabilities (SEND) is strong. Teachers make helpful adaptations to learning for these pupils because the school provides them with precise information and guidance on the 'pupil profiles'. As a result, pupils with SEND achieve well, both academically and socially.

Any pupils who find reading more challenging, benefit from prompt, personalised support to help them become fluent readers.

The school's caring and inclusive ethos is evident in the support on offer to pupils who may need something more than the high-quality pastoral care all pupils benefit from. Through the mentoring programme and the support in the 'Damascus suite', many pupils gain a stronger understanding of how to manage themselves and develop greater confidence and resilience.

The school works closely with families of those pupils whose behaviour or attendance needs to improve. As a result, the number of suspensions has reduced and pupils' attendance is now higher than national averages. However, the attendance of disadvantaged pupils is not improving at the same rate.

The school's work on character development through its carefully designed 'SAINT' programme is excellent. The morning sessions encourage pupils to engage in meaningful personal reflection, as well as learning. Pupils develop a deep understanding of what it means to be socially responsible, including leading fundraising and sharing acts of kindness.

They benefit from high-quality support around careers and their next steps. Sixth-form students value the diverse opportunities built into their enrichment sessions, such as 'lights, camera, action'.

Trustees and local governors work well together to ensure that the school is meeting its responsibilities.

The trust places a high value on the well-being of all staff and pupils. This is appreciated by staff. They know the school cares for them as much as for pupils.

This is a community in which everyone is enabled to thrive.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not consistently implemented to the same high standard across the school.

These small pockets of variation mean that some pupils are not learning in the same depth as others. The school should ensure that the best practice is shared and built on so that the quality of education is of a consistently high standard in all subjects and key stages. ? The school has not ensured that staff have a precise enough understanding of how they should support disadvantaged pupils.

As a result, some disadvantaged pupils do not achieve as well as their peers. Their levels of absence are higher than other pupils in the school. The school should ensure that staff at all levels understand their roles and responsibilities in securing the best possible outcomes for these pupils.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in April 2016.