John Henry Newman Catholic College

Highlights from Latest Inspection

Outcome

John Henry Newman Catholic College continues to be a good school.

What is it like to attend this school?

This is a welcoming and caring school. Staff have high expectations for how they want pupils to behave and what they want them to achieve. Regardless of the barriers to learning some pupils face, teachers do not let these stand in the way.

Staff do not allow pupils' backgrounds to be a barrier to success. The school's motto, 'heart speaks to heart', runs through all parts of the school's work.

Pupils are positive about the school and behave well.

In lessons, pupils listen carefully to their teachers and complete the tasks that are asked of them. Pupils move aro...und the school building in a calm and orderly way. They eat and play together sensibly at social times.

Pupils say that staff deal quickly and decisively with any issues of bullying.

Leaders have thought carefully about the design of the curriculum. Teachers ensure that pupils develop their knowledge and understanding in a range of subjects well.

Leaders want pupils to have lots of different learning experiences so that they better understand the world in which they live.

Pupils participate in various activities outside of lessons. The school offers a number of different extra-curricular sports clubs, including football, basketball and badminton.

Several pupils also attend a dance and drama club as part of the school's upcoming play 'Matilda'.

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

Leaders and governors are ambitious for the school. They have a strong understanding of the local community.

Senior leaders meet regularly with subject leaders to review and evaluate curriculum plans. This time is used well to ensure that the curriculum continues to evolve and improve.

The curriculum is well planned and sequenced.

Topics have been mapped carefully for each year group, including in the sixth form, so that pupils are able to build on what they already know. In most subjects, leaders have considered what key ideas they want pupils to remember. In history, for example, pupils develop their understanding of democracy through the study of different periods of time.

They talk confidently about this and how they are making progress in their learning. There are similar strengths in English. Pupils have weekly 'English in Action' lessons where they read texts on topics like food, culture and politics.

This helps to strengthen pupils' reading and writing skills over time. However, in a few subjects, leaders have not identified the precise knowledge and ideas they want pupils to know from each topic. This sometimes means that pupils struggle to remember the key things they need to.

Teachers have strong subject knowledge and receive regular training on how they can improve their practice. Teachers check pupils' understanding through activities at the start of lessons. They also provide feedback to pupils regularly.

This helps teachers to identify misconceptions quickly. In most lessons, teachers deliver challenging content well by explaining things in a clear and structured way. Occasionally, some pupils, including those with special educational needs and/or disabilities (SEND), struggle to access the work given to them.

This means they find it too hard to make sense of the work and achieve well.

The curriculum in modern foreign languages is well structured. Teachers are clear about what they want pupils to know and remember in Spanish.

Pupils develop their understanding of sounds, pronunciation and grammar effectively. Teachers provide time for pupils to go back over their learning to ensure it is secure before moving on. The number of pupils studying a language at key stage 4 is low.

This means that the proportion of pupils completing the English Baccalaureate (EBacc) combination of subjects is much lower than the government's national ambition. Leaders recognise this and have started to put in place plans to increase the uptake of pupils studying a language at key stage 4.

The school's provision for pupils' broader development is strong.

Leaders have clear plans for how relationships, sex and health education (RSHE) is taught. This is delivered through personal development lessons and the school's 'impact' days and RSHE-focused sessions. Pupils are taught about RSHE in an age-appropriate way, alongside the school's Catholic values.

There is a 'pride' group for lesbian, gay, bisexual and transgender pupils. The school also has a 'diversity week' where outside speakers come in and talk to pupils about their own experiences. The school's careers programme ensures all pupils understand what future opportunities are available to them.

Visits take place to local universities, and careers events are planned for each term. This includes a UCAS fair for pupils in the sixth form. Leaders ensure pupils are aware of the different pathways that are available to them when they leave school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have strong systems in place to help and protect those pupils who may be at risk of harm. The safeguarding team works together closely to ensure that issues are identified quickly and appropriate action is taken.

Staff receive regular training on safeguarding and are clear about what to do if they have a concern about a child. The school has on-site support for pupils, including help for issues relating to mental health. Leaders are aware of their most vulnerable pupils and check on them regularly.

Pupils are taught to keep themselves safe through the school's curriculum and tutor sessions.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The proportion of pupils opting to study languages at key stage 4 is low. This is because the breadth of the key stage 4 curriculum does not always help them to choose this subject as part of their options.

In addition, a small number of pupils in Year 9 are not positive about the subject. Leaders should ensure that more pupils choose languages if they wish to pursue the subject. ? In a few subjects, leaders have not precisely identified the key knowledge and concepts that pupils need to remember.

This means that some pupils struggle to build on what they already know and make connections to new learning. Leaders should ensure that all subjects set out the key knowledge and ideas they want pupils to know, so that pupils can remember more in the long term. ? Some teachers do not implement the curriculum as effectively as they could do.

This means that some pupils, including those pupils with SEND, sometimes struggle to access the work set by their teachers. Leaders should ensure that teachers deliver the intended curriculum in a way that carefully meets pupils' needs and that they provide appropriate support so that pupils can make better progress in their learning.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good in November 2016.

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