Notre Dame High School, Norwich

Highlights from Latest Inspection

What is it like to attend this school?

Pupils genuinely enjoy attending Notre Dame High School (NDHS). Older and younger pupils alike speak positively about their experience of school.

Pupils benefit significantly from the care and kindness shown by adults, and other pupils, in the school community. Pupils celebrate their cultural diversity and their individuality.

Attending NDHS means pupils are expected and encouraged to work hard in all aspects of their school life.

As a result, they achieve well both academically and more widely. This ensures that they are prepared to take the next steps in their education. Pupils grow into being independent, considerate and confident individuals.

Pup...ils behave well. They are typically polite and respectful towards one another. Social times are happy.

Pupils who participate in lunchtime activities do so competitively and with great sportsmanship. Equally, lessons are calm and purposeful. Pupils understand that to achieve well they must focus on their studies.

There is a culture of pupil engagement in the school. Pupils are actively encouraged to participate in the significant variety of clubs and activities. This range of opportunities further enables pupils to develop their character.

For example, large numbers of pupils participate in the Duke of Edinburgh's Award scheme.

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

The school's curriculum is designed and assessed in such a way that it enables pupils to retain knowledge in the long term. Staff have access to high-quality professional development opportunities that enable them to deliver the curriculum effectively.

They present information clearly and challenge pupils to respond to questions in real depth. Any gaps in pupils' understanding are identified and closed quickly. As a result, pupils achieve highly in national tests.

Teachers are ambitious for pupils. The curriculum is broad. Substantial numbers of pupils follow a modern foreign language through to the end of key stage 4.

Older pupils benefit from a wide range of subject choices. Students in the sixth form also support younger pupils, for example with additional reading.

Pupils' reading ability is identified when they join the school.

Where they require additional support with reading, this is tailored to pupils' individual needs. The books being read match the ability of the pupils. More widely, pupils can access books through their regular library lessons.

The support required for pupils with special educational needs and/or disabilities (SEND) is identified quickly and accurately. In the majority of cases, pupils receive the identified support and they benefit from this. However, in a small number of cases, the needs of these pupils are not consistently met through the curriculum.

The school has high expectations which relate directly to its behaviour policy. Almost all pupils follow this closely. During lesson changeover, pupils act sensibly in the corridors.

There is very little evidence of low-level disruption. Sixth-form students are clear that positive behaviour contributes to their experience in the school. Pupils and students in the school's sixth form attend school regularly and the overwhelming majority are punctual both to school and lessons.

The ethos of wider personal development of pupils is exceptional. The school's provision to develop pupils' character goes well beyond what might be expected, and beyond the large number of clubs and activities available. Alongside the taught personal, social, health and economic education curriculum, it contributes significantly to the values of the school.

For example, the school's Culture Club provides a valuable opportunity for pupils to engage with and celebrate the school's diversity. The impact of this group is tangible in terms of the strength of pupil relationships.

Pupils are proud to describe the contributions they make to charitable causes.

Older pupils also contribute significantly to this whole-school priority. Pupils benefit from a comprehensive careers programme. This is a fundamental part of the curriculum.

Pupils can participate in work experience and describe this as being valuable. Sixth-form students use, and value, the Renaissance programme to support higher education applications to areas such as medicine.

Leaders at all levels have a strong vision of what they want pupils at NDHS to achieve as individuals and as part of a wider community.

Leaders have worked hard to engage the local community successfully and positively. Parents, carers, staff and pupils are overwhelmingly positive about the school. The trust plays a key role in ensuring that the school can access opportunities for staff development.

Staff speak highly of these.

Safeguarding

The arrangements for safeguarding are effective.

The school needs to ensure that the administrative processes adopted to safeguard children during periods of persistent absence are applied under all circumstances.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• While the needs of pupils with SEND are identified clearly, the precision with which these are met in class is not always consistent. As a result, a small number of pupils with SEND do not always have the same educational experience as other pupils. Leaders should ensure that all pupils can access effectively the high-quality education provided by the school.