St Benet Biscop Catholic Academy

Highlights from Latest Inspection

What is it like to attend this school?

There is a strong sense of community at St Benet Biscop Catholic Academy.

Pupils get along well with each other and with the staff. The tutor teaches personal development lessons to their form. This helps to build positive relationships, as pupils and staff discuss challenging topics.

Pupils know that they have someone that they can speak to if they have any concerns.

Pupils feel safe at the school. Bullying sometimes happens.

Staff, for the most part, deal with it effectively. Prejudice-based bullying is rare. There is a climate of respect and tolerance.

Pupils took time to adjust to when leaders put in place a new behaviour system. The maj...ority of pupils acknowledge the consistency with which staff apply the behaviour policy. As a result of this, poor behaviour rarely interrupts lessons.

Staff and governors know this community very well. The improvement in the quality of education in the school reflects the ambition that governors have for the pupils.

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

School leaders have planned a curriculum which offers a broad range of subjects to give pupils a depth of understanding.

Along with mathematics, English and science, the curriculum at key stage 3 gives pupils a rich experience of humanities, creative subjects and languages. At key stage 4, all pupils can study a range of subjects, which are collectively known as the English Baccalaureate. The curriculum at key stage 5 is more specialised, it caters well for the students who stay into the sixth form.

Leaders have thought very carefully about what pupils need to know to be successful in life beyond school. For example, in history, there are some challenging and complex themes, such as democracy and civil rights. In English, pupils study a very wide range of challenging and thought-provoking texts.

In a minority of subjects at key stage 3, there is still some work to do to ensure that pupils learn the curriculum in sufficient depth.

The curriculum, including in the sixth form, allows pupils to build on what they have learned previously. Effective questioning during lessons helps teachers to check pupils' understanding.

Some pupils struggle to retain knowledge over time. However, pupils can clearly explain how teachers support them to recall and apply what they learn. Staff encourage students in the sixth form to be mature and independent learners.

Leaders have developed the support for pupils with special educational needs and/or disabilities (SEND). Leaders have commissioned two external reviews of SEND provision. They have used this advice to improve pupil support plans and train teachers.

The families of pupils with SEND are involved in discussing their progress and support. This work has had a noticeable impact.

Leaders have created opportunities for reading to be at the heart of the curriculum.

The rich curriculum in English plays an important part in supporting reading. There is a planned programme of reading to help weaker readers to catch up. This programme is having positive results.

The majority of pupils behave well. Lessons proceed calmly, and pupils engage well with their learning. However, there are a minority of pupils who are subject to regular school sanctions.

Some of these pupils have repeat exclusions and need more support to modify and improve their behaviour.

Overall attendance at the school is strong. The attendance of pupils with SEND has improved as a result of a focus on this group and better support for them.

However, for some pupils, rates of attendance are not high enough. Leaders have employed extra staff to support families and improve pupils' attendance. This extra investment is having an impact on some pupils.

Leaders have thought carefully about the content of the personal development curriculum. Teachers revisit healthy relationships and online safety in increasing depth as pupils move from key stage 3 to key stage 4. Pupils learn the fundamental British values of democracy, individual liberty, the rule of law, and mutual respect and tolerance.

However, they would benefit from understanding these issues in greater depth.

The careers programme is comprehensive. Year 10 work experience is planned to return after stopping during the pandemic.

Very few pupils leave the school without a plan for the next phase of their education, employment or training. Younger pupils mainly take up the extra-curricular offer. Pupils at key stage 4 are less involved in these wider opportunities.

School leaders engage well with staff. Staff say senior leaders consider their workload and listen to their views. There is a proportionate approach to assessment which helps teachers to manage their time.

Governors have a very well-developed understanding of the strengths and areas for development in the school. They understand their statutory responsibilities and they have a strong grasp of equality and safeguarding. Leaders provide them with high-quality data and information about all aspects of school life.

However, they also test this information by visiting the school regularly and seeing things for themselves.

Safeguarding

The arrangements for safeguarding are effective.

Staff at the school have a good understanding of safeguarding because they are well trained.

They understand the safeguarding risks to pupils in the local area.Safeguarding concerns are reported quickly because there are effective systems in place to identify pupils who may be at risk. The school's work with external agencies to support safeguarding is timely and thorough.

The school has safer recruitment practices in place.

Pupils say that they feel safe in school and they know who to approach if they need help or support. The curriculum that pupils learn helps them to understand risks and how to stay safe.

For example, pupils have a good understanding of online safety and healthy relationships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Rates of attendance for some pupils are not high enough. This is affecting their learning and their chances of moving on to successful education and training beyond school.

The school should evaluate the impact of the recent extra investment they have made in attendance strategies to ensure that this work has maximum impact and that pupils attend school more often than they have in the past. ? Younger pupils mainly take up the extra-curricular programme. Pupils in key stage 4 are less involved.

The enrichment programme does not reach as many pupils as it could. The school should expand the range of opportunities to nurture and develop all pupils' talents and interests. ? In the personal development curriculum, pupils are taught about life in modern Britain.

Leaders do not quality assure this curriculum as they do in other subjects. As a result, it is not clear how much pupils know and remember about this curriculum. The school should take steps to deepen the pupils' understanding of the British values of democracy, individual liberty, the rule of law and mutual respect and tolerance.