Saint Ambrose College

Highlights from Latest Inspection

Outcome

Evidence gathered during this inspection suggests that the school's work may have improved significantly across all areas since the previous inspection.

The principal of this school is Dermot Rainey. Saint Ambrose College is the sole academy in the Saint Ambrose College Edmund Rice Academy Trust which means that other people in the trust also have responsibility for running the school.

The trust is overseen by a board of trustees, chaired by Peter Goodwin.

What is it like to attend this school?

Staff at Saint Ambrose College have the highest expectations for what pupils, and students in the sixth form, can achieve. Pupils relish the broad and ambitious curriculum that the ...school provides.

They benefit from high-quality teaching. They achieve exceptionally well. As a result, they are ready to move on to a wide range of aspirational next steps in education, employment or training.

Pupils are proud to be an 'Ambrosian'. They understand their responsibility to contribute to the highly positive culture of behaviour at the school. They do this impeccably.

Pupils demonstrate exceptionally high levels of respect, consideration and courtesy to others. Pupils and staff enjoy warm and productive relationships.

Pupils love coming to school.

They feel extremely well looked-after and safe. The calm and caring environment makes them eager to attend each day.

Pupils help staff to shape and deliver the wider opportunities that they can participate in.

They regularly participate in an extensive range of activities that develop their academic, sporting, creative and performance skills. For example, some pupils value what they learn about co-operation and healthy competition in reaching national sports finals. More widely, other pupils appreciate the opportunities to get together with friends to learn more about their interests, develop their talents and do good deeds for others.

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

Governors, leaders at all levels and staff have worked in harmony to reach their shared aspirations. They have ensured that pupils, and students in the sixth form, benefit from an extremely high-quality education, a highly positive culture of behaviour and extensive opportunities to develop their wider values, attributes and talents.

Leaders and staff model the highest standards of mutual respect and consideration.

They work together in an extremely supportive environment. Leaders diligently engage with staff. They ensure that policy and practice effectively support the workload and well-being of staff.

The school ensures that pupils, and students in the sixth form, study an extensive range of subjects. Subject curriculums carefully focus on the knowledge and skills that enable pupils to achieve exceptionally well. They are ready to tackle the next stage of their education with confidence.

Pupils' rates of attendance are high. They are hungry to learn and get the most out of their lessons. The behaviour and conduct of pupils and students in lessons is exemplary.

Staff are experts in their subjects. They skilfully provide pupils with carefully crafted opportunities to acquire new knowledge in lessons and when working independently. Pupils develop resilience and highly effective study habits.

Staff expertly explain important concepts. They use skilfully designed activities so that pupils apply their knowledge to increasingly challenging tasks.

Staff make skilful use of assessment strategies during lessons and at the end of units of work.

Consequently, pupils receive focused feedback about what knowledge they have learned. Furthermore, they are expertly guided about how well they have used or applied this knowledge in their work.

The school carefully considers a broad range of information to accurately identify pupils with special educational needs and/or disabilities (SEND).

Staff carefully consider and address the barriers that pupils with SEND encounter as they learn. In doing so, staff ensure that pupils get highly effective and timely support. As a result, pupils with SEND access the curriculum and learn in lessons as well as their peers.

The school promotes the development of pupils' reading and other literacy skills. A small number of pupils get the tailored support that they need to bring their reading knowledge to the same high standard as others. More widely, all pupils benefit from well-matched opportunities to refine and enhance their reading, oracy and writing skills.

Consequently, pupils, including those who are disadvantaged and those with SEND, are highly equipped to make incredibly strong progress across the curriculum.

Pupils and students benefit from a carefully thought through programme that promotes their personal and social development. They gain a deep appreciation of how to stay healthy, to manage finances and to become a positive member of society.

This programme is expertly delivered by suitably trained specialist staff. Through this programme, staff ensure that pupils gain the knowledge that they need to stay safe. Pupils are supported to explore and discuss age-appropriate topics and consider the world from different viewpoints.

Consequently, pupils are confidently prepared for the responsibilities and opportunities that they may face in their lives.The governing body has the expertise to undertake its role exceptionally well. Members of the governing body ensure they have detailed insight into the school's work.

Governors provide a skilful balance of support and challenge to the school. They make a tangible contribution to the school's ambitious vision and caring culture.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

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

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in February 2020.

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