Broughton Hall Catholic High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, and students in the sixth form, are proud to be part of Broughton Hall Catholic High School.

Pupils enjoy strong relationships with their teachers and pastoral staff.

Pupils feel happy and safe. They know who to speak to if things go wrong.

Pupils behave well in lessons and during social times. They respond well to leaders' high expectations of behaviour. Bullying is rare but when it does occur staff ensure that it is sorted out quickly and effectively.

Pupils and students respond well to leaders', governors' and staff's high expectations of what they should achieve and how they should behave. Staff do all they can to help pupils do well in t...he school. All pupils, including those with special educational needs and/or disabilities (SEND), have equal access to a suitably ambitious curriculum.

They progress well through the curriculum.

Pupils and students in the sixth form are helped to understand themselves, to value and respect each other and to contribute positively to the wider community outside school. Personal development lessons support pupils and students in the sixth form to be increasingly confident, resilient and independent.

Students in the sixth form are excellent role models for younger pupils.

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

Leaders, including governors, are united in their desire to ensure that all pupils have access to a high-quality, broad and ambitious curriculum. Leaders recognise that in the past there were shortcomings in the curriculum.

They have made many changes that have addressed the weaker areas which were mentioned in the previous inspection report.

Almost all subjects across the curriculum, and in all key stages, are well designed. In a small number of subjects, some pupils are not able to build their knowledge in sufficient depth.

Leaders know where the curriculum needs developing further and are in the process of making improvements.

In the sixth form, the school works in partnership with the boys' school next door. This arrangement allows students in both schools to study a wide range of courses that meet their interests and needs very well.

Students in the sixth form are very well prepared for the next stage of their education, employment and training.

Teachers know their subjects well. Most teachers deliver the curriculum effectively and with enthusiasm.

They usually ensure that pupils, including those with SEND and students in the sixth form, develop a good depth of understanding in their subject because they build up pupils' knowledge and understanding in a logical order. Most teachers check that pupils have remembered and understood earlier topics before introducing new learning. In the small number of subjects where this is not the case, pupils do not show the same depth of understanding of current and/or previous learning.

Teachers carry out frequent checks on the learning of pupils and students in the sixth form. They use the information well to identify and correct pupils' misconceptions and to adapt the curriculum to cover any learning that pupils may have missed and forgotten.

Pupils behave well around the school site and in the dining areas.

Lessons across the school typically take place without disruption. Sixth-form students enjoy their own spacious study area. They use their time in this area to study independently.

Students in the sixth form consistently demonstrate mature attitudes to their learning.

Teachers spoke enthusiastically about recent changes to the systems to help pupils and students in the sixth form with SEND. Leaders are becoming increasingly adept at identifying the individual needs that pupils with SEND may have.

Teachers and learning support assistants told inspectors that the information they receive from leaders is very useful. It helps them to find the best ways to support individual pupils with SEND in their lessons so that they can access the same curriculum as other pupils.

Leaders have improved the way reading is taught.

Pupils are encouraged to read widely. Leaders identify the specific barriers faced by pupils with insecure reading knowledge. They put effective support in place to help these pupils become more confident and fluent readers.

Recently, leaders redesigned the personal development curriculum to take into consideration the views of pupils and students in the sixth form. The curriculum provides pupils with opportunities to learn about a wide range of issues in an age-appropriate way. These include British values, relationships and sex education and health education and more practical issues, such as managing money.

There are a wide range of extra-curricular opportunities available for pupils and students in the sixth form. Leaders are aware that they need to do more to encourage wider participation in activities which have been affected by the restrictions imposed by the COVID-19 pandemic.

Pupils and students in the sixth form benefit from a wide range of careers education, advice and guidance.

Students in the sixth form and younger pupils receive independent careers advice. There are opportunities for older pupils and students in the sixth form to meet with local employers and to visit local universities. School leaders are rightly proud of the destinations of many of their pupils when they leave the school.

Governors know about the strengths and areas for development at the school. They hold leaders to account and use their expertise to help leaders improve the quality of education. Recently, they have played an important role in supporting senior leaders during a period of change to the design of the curriculum.

Staff value leaders' efforts to develop ways to protect them from excessive workload.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong safeguarding culture across the school.

Leaders are very well informed about a wide range of safeguarding issues. They ensure that safeguarding training for staff is thorough. They make sure that staff know how to identify the signs that may indicate that pupils are at risk of harm.

Staff share their concerns in a timely manner. Leaders work well with external agencies to ensure that pupils and their families get the help that they need.

Pupils learn about how to keep safe, for example online and in the local community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, leaders have not designed a curriculum that supports pupils to learn about these subjects in sufficient depth. As a result, some pupils do not acquire the essential knowledge in some aspects of the curriculum as securely as they should. Leaders should ensure that, in these subjects, curriculums are designed so that pupils gain the same rich body of knowledge as they do in other subjects.