St Ambrose Barlow RC High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel valued, cared for and happy at this welcoming school. They spoke warmly of their positive relationships with staff.

Pupils feel that they matter to their teachers.

Pupils and staff are proud of the ways in which their school has improved in recent years. The school expects all pupils to achieve well, including those with special educational needs and/or disabilities (SEND).

Pupils develop their knowledge well over time. They receive appropriate help and support. This is because staff understand and recognise individual pupils' needs.

Pupils are rewarded for their positive behaviour, effort and achievement. Pupils typically behave well in ...lessons and around the school. Pupils feel safe in this school.

Pupils are encouraged to follow the school's stated mission to 'love, learn and lead'. They develop respect for the opinions and beliefs of others. This learning helps everyone to feel included in the school, regardless of difference.

Pupils develop a keen understanding of healthy relationships. They benefit from a wide range of clubs, activities and leadership opportunities. For example, pupils can become school councillors or prefects or lead activities, such as those during Black History Month.

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

The school provides a broad and ambitious curriculum for all pupils, including those in the specially resourced provision for pupils with SEND (specially resourced provision). Across all subjects, the school has identified the most important knowledge that it wants pupils to learn and when this should be taught. This helps pupils to build up their learning over time.

Improvements in the curriculum offer mean that more pupils are choosing to study a language in key stage 4. As a result, the proportion of pupils studying the English Baccalaureate suite of subjects is increasing towards the government's ambition.

Teachers present new information clearly.

In most subjects, they check pupils' understanding and quickly address any misconceptions. This helps pupils in these subjects to build securely on their prior knowledge. However, in some other subjects, teachers' strategies for identifying missing knowledge are less effective.

Older pupils, who experienced a weaker curriculum in the past, have gaps in their learning that have not been identified or addressed. This means that some pupils in key stage 4 do not learn and remember the curriculum in these subjects as well as they should.

Pupils who sat their GCSEs in 2023 did not attain as well as their peers nationally.

However, these examination results do not reflect the progress of current pupils through the curriculum. Most pupils, including those in the specially resourced provision, learn well.The school makes use of effective procedures to identify any pupils who may have SEND.

Their needs are assessed thoroughly. Staff are well trained in how to meet these needs in lessons. Pupils with SEND receive the help that they need to learn well.

The school has made reading a priority. Pupils enjoy reading in form time and during library lessons. The school carefully identifies those who need additional help to read well.

Support from well-trained staff enables these pupils to catch up quickly with their peers.

Most pupils meet the school's high expectations of their behaviour. Staff deal with any incidents of poor behaviour quickly and effectively.

However, a small minority of pupils persist in misbehaving when they are not closely supervised.

The school has a comprehensive approach to ensuring that pupils come to school regularly. Staff work closely with pupils and their families when attendance needs to improve.

As a result, pupils, including those with SEND and those in the specially resourced provision, attend school regularly.

The school promotes pupils' personal development extremely well. Pupils learn about democracy and benefit from many opportunities to debate important issues.

Pupils are taught about the value of diversity. The school ensures that pupils receive high-quality information and impartial advice about careers. All pupils in Year 10 benefit from work experience.

Pupils are very well prepared for life beyond school.

The school ensures that pupils get the most that they can out of the wealth of extra-curricular clubs on offer. Pupils, including disadvantaged pupils and those with SEND, build their confidence and develop new interests as they try out new clubs and sporting activities.

The school is well led. Governors have a deep understanding of the school. They provide appropriate challenge and support.

The school has invested in staff's professional development. It also encourages them to collaborate when designing learning activities, which has helped teachers to manage their workload. This approach, among others, creates an environment which is supportive of staff's well-being.

As a result, staff feel valued and are proud to work at this school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school's strategies to identify and then address gaps in pupils' knowledge are less effective than in other curriculum areas.

As a result, some key stage 4 pupils have misconceptions. This makes it difficult for them to build on what they know. The school should ensure that teachers use assessment strategies consistently well to address the learning gaps that pupils may have.

• A small group of pupils do not meet the school's expectations of their behaviour around the school. On occasions, this undermines the positive and respectful culture that the school has established. The school should ensure that these pupils are supported to develop positive attitudes and appropriate self-control.