St Bede’s Catholic High School, Lytham

Highlights from Latest Inspection

What is it like to attend this school?

St Bede's has high aspirations for all pupils. Pupils achieve well in a range of academic and vocational subjects. The vast majority of pupils go on to education, training and employment when they leave Year 11.

The school is a welcoming and caring community. The school fosters positive relationships with pupils. This helps pupils to develop their self-esteem.

Pupils feel happy and safe here. Typically, pupils behave well in class and around the school. They show respect for each other and staff.

Pupils listen attentively to their teachers and engage thoughtfully in their learning.

Pupils have many opportunities to shine and showcase their talents wi...thin the school and the wider community. Examples include whole-school drama productions and sports.

Pupils engage enthusiastically in the wide variety of clubs on offer, such as badminton, volleyball, choir and chess. This helps them to develop their self-confidence. They look forward to reward trips to places, such as a beach, bowling alley and ice-skating rink.

Pupils benefit from trips overseas, which enhance their learning. They value the opportunity to take on leadership roles, including reading leaders, house captains, ambassadors and members of the school council. Pupils contribute to fundraising for charities and play an active part in shaping the work of the school.

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

The school is ambitious for all pupils. Pupils benefit from a broad and enriched curriculum. The proportion of pupils studying the English Baccalaureate suite of subjects is increasing.

Subject curriculums identify the knowledge that pupils will learn in a logical order. This helps pupils to progress well through the curriculum.

The school has supported staff to improve the delivery of the curriculum.

Staff, including those in the early stages of their career, value the training opportunities that they receive. Typically, staff revisit prior learning and select engaging activities that build pupils' understanding. In the main, staff check pupils' learning and address any errors or misconceptions well.

However, in some subjects, the information gained from these checks is not used as effectively as it could be, to address gaps in pupils' knowledge. This makes it more difficult for some pupils to learn new content.

The school has prioritised reading.

Pupils who find reading difficult receive effective support from well-trained staff. This helps to build their reading skills and for them to catch up. The school has invested in a wide range of high-quality texts, which have enhanced pupils' opportunities to read for pleasure.

This helps them to develop their confidence and fluency in reading.

Pupils with special educational needs and/or disabilities (SEND) have their needs identified quickly. The school has improved the level of information it provides about these pupils to staff.

The school ensures that staff have the knowledge and expertise to use this information to support pupils with SEND to access the curriculum. However, sometimes, some staff do not use this information effectively to support pupils with SEND. This means that a small number of pupils with SEND sometimes do not learn as well as they could in some subjects.

The school has high expectations of pupils' behaviour. Clear routines and staff's consistent approach contribute to a calm and orderly atmosphere. Staff feel well supported in managing pupils' behaviour.

Most pupils socialise well together at breaktimes. The school monitors and reviews pupils' attendance carefully. It uses a range of effective strategies, including rewards, for pupils to improve their attendance rates.

Pupils attend regularly.

The school places a strong focus on pupils' personal development. The school supports pupils' mental health and well-being.

Pupils learn age-appropriate information about relationships and they understand key fundamental British values, including democracy. They explore different religions and cultures. This helps pupils to develop respect and tolerance for others.

The school is continuing to work to ensure that there are opportunities for pupils to express their views.

Pupils receive high-quality careers advice and guidance, including about apprenticeships. They profit from valuable work experience placements and employers visiting the school.

These widen pupils' horizons and prepare them well for their next steps.

Staff enjoy working at the school. They appreciate the efforts made to reduce their workload and to prioritise their well-being.

Governors understand the strengths of the school and know what needs to improve. They provide both support and constructive challenge to enable continued improvement.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, in some subjects, the methods for checking pupils' knowledge are not used as well as they could be, to help pupils learn. This means that some pupils do not learn as well as they could. The school should ensure that information from these checks is used effectively, to identify and address gaps in pupils' knowledge before introducing new content.

• Occasionally, the information about the needs of some pupils with SEND is not used as well as it could be. This hinders the progress that these pupils make. The school should continue to ensure that staff use information effectively for pupils with SEND so that these pupils achieve as well as they should.