Loreto Grammar School

Highlights from Latest Inspection

What is it like to attend this school?

Loreto Grammar School is an inspirational place to be.

Pupils, including students in the sixth form, flourish here. Pupils and students are self-motivated, independent, and show a quiet determination to be the best that they can be.

Leaders and staff have the highest expectations of pupils' and students' behaviour and achievement.

Pupils and students appreciate a curriculum that focuses on the academic while broadening their horizons through a plethora of artistic and cultural experiences. Pupils and students are exceptionally well prepared for the next stage of their education.

Pupils and students feel safe and happy at school.

They show an... understanding of 'speaking truth' and treating others with respect and compassion. Leaders have taken care to prioritise pupils' and students' mental and physical well-being. Parents and carers said that staff go the extra mile to ensure that the needs of their children are met.

The behaviour of pupils and students is exemplary. Leaders, together with staff, have cultivated a considerate and kind school community where pupils feel valued. Leaders and staff deal effectively and quickly with bullying and harassment.

Pupils benefit from a vast array of extra-curricular and enrichment activities. Teachers encourage all pupils, including those with special educational needs and/or disabilities (SEND), to take part. Staff design activities that spark pupils' and students' interests.

For example, pupils enjoy attending the juggling club or the 'just like us' club. Often, enrichment opportunities are carefully linked to the curriculum. This complements pupils' and students' learning of the subjects that they study.

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

Enabling pupils to 'become their very best self' is at the heart of leaders' vision at Loreto Grammar School. Leaders have designed an ambitious, rich and varied curriculum that inspires pupils, including those pupils with SEND, to succeed. Pupils, including students in the sixth form, achieve highly.

They value the opportunity to study three modern foreign languages at key stage 3. A very high proportion of pupils study the English Baccalaureate suite of subjects in key stage 4.

The curriculum has been carefully thought out by leaders, rooted in what they know is best for pupils.

This is especially true for disadvantaged pupils and students. Teachers carefully consider these pupils' and students' needs when designing learning. All subject leaders have thought skilfully about what pupils need to know.

These leaders have applied their expert knowledge to ensure that pupils learn what they should in the most suitable order.

Teachers are subject specialists. They combine their expertise with a passion for their subjects to instil a love of learning in pupils.

Teachers encourage pupils to be curious, ask questions and think critically. Pupils and students have many opportunities to extend their knowledge and understanding of the wider world. They are adept in using accurate subject-specific vocabulary when talking about their learning.

This helps pupils and students to organise and connect ideas.

Teachers use a range of methods to check that pupils and students know and remember earlier learning. Teachers' effective use of assessment strategies means that pupils' misconceptions are addressed quickly.

Teachers ensure that pupils' previous learning is fully secure before moving on.

Reading has a high profile throughout the school. Pupils, and students, are avid readers and they enjoy reading for pleasure.

Teachers of all subjects promote a love of reading consistently well. Pupils typically have a high level of reading skills upon entering the school. Staff enhance pupils' knowledge through an extensive reading curriculum, including reading club and library activities.

Pupils' exposure to a wide range of texts contributes positively to high-quality debate and discussion across subjects.

Leaders ensure that the needs of pupils with SEND are identified quickly and accurately. Teachers make effective use of leaders' information about this group of pupils.

This helps to ensure that the needs of pupils with SEND are met securely in the classroom. Pupils with SEND, and disadvantaged pupils, thrive.

Pupils manage their own behaviour well.

They are attentive and eager to learn. Their positive attitudes to learning mean that low-level disruption is extremely rare and learning time is seldom lost. Students in the sixth form are exemplary role models for younger pupils.

Leaders place great importance on pupils' personal development. Pupils contribute enthusiastically to school and community projects. There are ample opportunities for them to take leading roles.

For example, students take pride in running their own enterprise businesses, volunteering locally, and taking part in foreign exchange trips. Pupils and students learn about equality and diversity. They are prepared well to take their roles as responsible global citizens.

Pupils and students benefit from an exceptional careers programme that informs them well to make decisions about their next steps. Pupils have extensive access to learning about higher education, apprenticeships and local employers. Students value the experience that they gain from work placements, university visits and apprenticeship events.

A high proportion of students in the sixth form secure places on competitive university courses.

Governors are not complacent. They support and challenge leaders effectively.

Senior leaders evaluate accurately the quality of education for pupils and students. This helps to inform their plans. Staff love working at the school.

They know that their efforts for pupils are valued highly by leaders. Staff appreciate leaders' actions to look after their well-being.

Safeguarding

The arrangements for safeguarding are effective.

There is a well-established culture of vigilance at Loreto Grammar School. Staff at all levels are alert to the risks that pupils and students may face. All staff and governors receive regular safeguarding training.

Staff know what to do if they have a concern about a pupil's welfare.

Leaders proactively seek and secure support from a range of external agencies. Leaders are adept in ensuring that vulnerable pupils get appropriate help.

Leaders follow up on any concerns about a pupil's welfare in a swift and sensitive manner.

Pupils learn about how to keep themselves safe, such as how to work safely online. In an age-appropriate way, pupils learn about healthy relationships, consent and the importance of respecting others.