Notre Dame Catholic Academy

Highlights from Latest Inspection

What is it like to attend this school?

Notre Dame Catholic College is a warm, welcoming school at the heart of the community. Pupils embrace the school's mission to open hearts, minds and doors to every member of the Notre Dame family.

Leaders are highly ambitious for all pupils.

In recent years, leaders have quickly improved the school. Pupils recognise that the quality of education they receive is better than in the past. However, further curriculum development is needed in some subjects in key stage 4 and in the sixth form.

Consequently, in some subjects, pupils and students do not achieve as well as they should.

Pupils say that their school is a safe, happy place. Staff spoke positive...ly about changes for the better being made.

Morale is high. Pupils treat each other and adults with respect and recognise each other's differences. If bullying does occur, staff deal with it quickly and effectively.

Pupils said that there is always someone on hand to talk to and help when needed.

Leaders place significant emphasis on pupils' personal development. For example, the 'faith in action' group helps to enhance pupils' confidence and moral development.

Pupils expand their knowledge of differences in society through the schools' active diversity group. Pupils have opportunities to develop their leadership skills. They spoke positively about the growing range of extra-curricular activities available to them.

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

Leaders and those responsible for governance have raised staff's and pupils' aspirations. Staff are well supported by a comprehensive programme of training, which is quickly strengthening the quality of education that pupils and students receive. Increasingly, pupils are achieving more than seen previously.

The curriculum across key stage 3 has been designed well to meet the needs of all pupils, including pupils with special educational needs and/or disabilities (SEND). This includes those pupils in the specially resourced provision. In key stage 4, leaders make sure that pupils can study a broad range of subjects.

For example, pupils now study more subjects than in previous years. Growing numbers of pupils study a modern foreign language.

The work to strengthen subject curriculums in key stage 4 and the sixth form is well under way.

Subject curriculums are increasingly ambitious. However, in some subjects, leaders are still developing the order and depth in which knowledge is taught. In these subjects, pupils and students do not progress through the curriculum as well as they should.

Teachers have a secure knowledge of the subjects that they deliver. In many subjects, teachers use their expertise well to help pupils to understand important knowledge, concepts and skills. Pupils spoke about how this was helping them to learn more of the curriculum.

Leaders have introduced effective assessment strategies across all subjects. However, not all teachers use these strategies well enough to check what pupils and students have learned. For example, some teachers do not pick up on misconceptions as they happen.

Occasionally, teachers do not revisit learning when they have found gaps in pupils' knowledge and skills.

Leaders have invested in effective reading resources and staff training to support those pupils at an early stage of reading. For example, pupils in Year 9 told inspectors about how they enjoy reading in form time as a group.

They said that their reading has improved and is more enjoyable. As a result, more pupils read with confidence and fluency.

Leaders and teachers have the skills required to identify pupils with SEND quickly.

They work closely with a range of specialists to support pupils, including those who are part of the specially resourced provision, to provide effective support.

Leaders have developed an environment that encourages positive behaviour and attitudes. Typically, lessons take place without disruptions.

Pupils said that teachers apply rewards and sanctions fairly.

Pupils and students spoke positively about how the personal development curriculum enables them to understand their rights and responsibilities. They are increasingly confident to talk about their understanding of relationships, sexual harassment and consent.

Students in the sixth form felt that they were prepared well to tackle many of the issues they may face in early adulthood.

Leaders have established an effective curriculum that supports pupils' and students' understanding of future careers. Students in the sixth form spoke excitedly about their next steps into university or apprenticeships.

When leaving key stage 4, most pupils, including those with SEND, progress on to appropriate further education, employment or training.

Governors are knowledgeable and skilled. They have an accurate understanding of the school's strengths and weaknesses.

They use their understanding to provide effective challenge and support for leaders.

Staff appreciate leaders' actions to support their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that staff are highly knowledgeable and skilled to keep pupils safe and well. All staff receive extensive training. Staff watch carefully for signs that pupils may need help and quickly refer any concerns if needed.

Leaders have developed close links with agencies who provide help and support for pupils when needed. Leaders have provided trauma and mental health support for pupils. This helps pupils to deal with some of the issues that they may face.

Pupils learn how to keep themselves safe. For example, they learn about the dangers of online abuse, and drugs and alcohol misuse.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, particularly in key stage 4 and the sixth form, leaders are not clear about the knowledge that pupils and students will learn and the order in which it should be taught.

As a result, some pupils and students do not develop a deep enough body of subject knowledge. Leaders should finalise their curriculum thinking and ensure that teachers are clear about what they want pupils and students to learn. ? Leaders have put in place new systems to check how well pupils have learned the curriculum.

However, at times, teachers do not use these checks as leaders intend. Consequently, some subject leaders and teachers are not clear about where pupils have missed or forgotten important knowledge. Leaders should ensure that teachers use assessment effectively to check that pupils and students have learned important knowledge in the curriculum securely before introducing new knowledge.