Notre Dame High School

Highlights from Latest Inspection

What is it like to attend this school?

Notre Dame High School is a caring community where pupils feel safe, valued and supported.

The school's Christian ethos is evident in all aspects of the school's work. Leaders have a clear vision for the school. Staff are on board.

Both ensure that all pupils benefit from an ambitious curriculum and enjoy wider opportunities.

Most pupils behave well in lessons and around school. Little learning time is lost.

The few pupils who misbehave receive support to help them to make better choices. On the rare occasions that bullying does occur, leaders deal with it quickly and effectively. Pupils trust adults to listen to their concerns and to sort out any is...sues.

Pupils enjoy coming to school. They take an active part in developing and promoting an inclusive culture across the school. Pupils say that everyone usually gets along.

Nearly all parents and carers are complimentary about the school. They value the aspirations and care that staff have for their pupils. Staff are proud to work here.

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

Leaders have developed a curriculum that is ambitious for all pupils. Subject leaders have clearly identified the important subject-specific knowledge that they want pupils to learn. In individual subjects, knowledge is carefully organised to build on what pupils have learned before.

This includes in the sixth form. Teachers ensure that they plan opportunities for pupils to regularly revisit what has been taught. This helps pupils to remember the most important subject knowledge.

Pupils who need help to read fluently are quickly identified. Skilled staff help pupils to catch up quickly with reading. Some sixth-form students read with younger pupils to help them with their comprehension.

Pupils with special educational needs and/or disabilities (SEND) receive effective support. The special educational needs and/or disabilities coordinator (SENCo) works closely with the local authority and the local partnership of schools. Many parents of pupils with SEND value the support their child receives.

Leaders routinely gather information on the progress that pupils make. This is so that subject leaders can check how well pupils learn important knowledge and gain understanding and skills. However, some subject leaders do not analyse data from assessments sufficiently.

They do not use this information to make improvements to their curriculum.

Most pupils behave well at school. Lessons are calm and purposeful.

At lunchtimes and other social times, pupils enjoy talking with their friends. Sometimes, a few pupils are disruptive. They are not always respectful towards others.

Leaders know that there is work to do to ensure that all pupils behave consistently well. Leaders have recently reviewed their behaviour system. Behaviour information is closely monitored.

Leaders are working hard to help pupils to make better choices. Pupils say that the sanctions that they receive are fair. However, not all teachers have consistently high expectations of pupils' behaviour.

There is a strong personal development curriculum in place. Enrichment days give wider opportunities for pupils to explore themes in more depth. Leaders ensure that the wider curriculum reflects the increasing diversity of the school.

Pupils are well prepared to be responsible British citizens. Pupils, including students in the sixth form, speak with maturity about a range of issues. However, leaders have not ensured that there is an effective system to check that pupils have learned the important personal development knowledge that leaders have identified.

Pupils learn about different careers throughout their time at school. This includes during enrichment days, through the personal, social, health and economic (PSHE) education curriculum and in discussions with their form tutor. The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

Students in the sixth form receive clear guidance about their next steps. They say that they are supported by caring staff who help them to realise their ambitions. Some students work alongside senior school leaders to develop the wider culture of the school.

This has helped develop a strong, inclusive environment where diversity is celebrated. The cross-community partnership between staff and pupils is a real strength of the school.

Leaders are supportive of staff well-being and workload.

Staff who are new to teaching benefit from the training that they receive. School leaders have an accurate understanding of their school. They provide governors with detailed information and analysis about a range of issues, including behaviour and attendance.

This helps governors to understand the school. Governors have confidence in the school's leadership. They support leaders' decisions.

However, governors do not consistently provide robust challenge.

Safeguarding

The arrangements for safeguarding are effective.

There are robust and appropriate systems in place for safeguarding.

All staff receive high-quality training that includes regular updates on key safeguarding messages. Staff know the signs that might suggest that a child might be at risk of harm. Adults report concerns promptly.

Leaders take action to ensure that pupils who need help get the support that they need. Safeguarding concerns are dealt with thoroughly.

School leaders understand the local safeguarding risks and adapt the personal development curriculum in response to this.

The curriculum helps pupils to understand the risks they face in society, including online. Pupils know what to do if there is something that is worrying them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The assessment system provides leaders with information about how well pupils are learning the curriculum.

However, not all subject leaders are clear about how to use the data. There is not a consistent approach to using the information to review departmental priorities and refine the curriculum. Leaders should make sure that middle leaders have the knowledge and support to effectively quality assure the impact of the curriculum.

• Leaders have not considered how they can check that pupils are learning the important knowledge set out in the PSHE education curriculum. This limits leaders' understanding of the effectiveness of this curriculum. Leaders should ensure that there is a system to check that pupils have learned the important knowledge that leaders have identified.

• Some teachers and support staff do not consistently implement the behaviour policy. As a consequence, some misbehaviour is not tackled as promptly and effectively as it could be. Leaders should ensure that all staff have clarity about their role in managing and recording behaviour.