St Bernard’s Catholic High School

Highlights from Latest Inspection

What is it like to attend this school?

St Bernard's has an exceptionally strong sense of community, where everyone is welcomed, accepted and nurtured.

As a result, pupils are happy and feel safe coming to school. Instances of poor behaviour are rare. Bullying, discrimination and unkind language are not tolerated at the school.

Staff know pupils very well and care deeply about the work that they do. This leads to exceptionally strong relationships and a sense of mutual respect throughout the school.

The school mission statement of 'living life to the full' is clearly understood by both staff and pupils.

The school promotes pupils' talents and interests. There is an extremely wide range of ...opportunities for pupils to carry out community and charity work both locally and abroad.

Pupils are ambitious for their futures because of the exceptional support and guidance they get at school.

In recent years, pupils' achievement across many subjects has improved. Over time, leaders have taken swift and effective action to improve how the curriculum is taught in subjects where the progress pupils have made is less strong. This work is ongoing.

The personal development curriculum meets the needs of pupils at St Bernard's extremely well. This curriculum reflects the high expectations and strong values that leaders share for everyone at the school. As a result, pupils leave school as compassionate, well-rounded and mature young adults.

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

Pupils enjoy studying a range of academic and creative subjects. These are well matched to pupils' needs and inspire them to make ambitious choices about their future. The school has considered the important knowledge and skills they want pupils to develop.

Pupils experience a strong and structured curriculum journey in the majority of subjects. Swift adaptations have been made to the curriculum where the school has identified areas to strengthen. This includes refining the content, sequencing and assessment choices in some subjects.

As a result, pupils receive a high-quality education.

Staff are passionate and knowledgeable in the subjects they teach. They understand the needs of each pupil and adapt their teaching appropriately in most cases.

In a small number of lessons, the teaching approaches used do not always enable pupils to learn the curriculum as well as they might. Younger pupils have occasional gaps in their knowledge in some curriculum areas. The school are acting, through additional staff training, to address this.

Highly effective and personalised professional development is in place for all staff. A coaching programme helps staff to reflect and continually seek improvements to their practice. Effective quality assurance systems provide leaders at all levels with a precise understanding of the school's strengths and areas for development.

Priorities for school improvement are precise and appropriate.

The school identifies pupils with special educational needs and disabilities (SEND) swiftly. The detailed information provided on how to meet the needs of pupils with SEND are well understood by staff.

Teachers use this information to provide effective support that meets pupils' needs well. The support in place is regularly reviewed by the school alongside parents. This helps to ensure it continues to meet each pupil's individual needs.

As a result, pupils with SEND achieve highly at the school.

Pupils who are at the early stages of learning to read or have trouble reading fluently are well supported. Staff working with these pupils are skilled and knowledgeable.

Reading is given a high priority at the school. This includes a dedicated reading programme created by the school. Careful text choices have been made to engage and inspire pupils.

Younger pupils read more widely and often than their older peers. Leaders know this is the case.

Pupils' attendance is excellent.

The school's approach to monitoring and improving attendance is precise. Pupils appreciate the rewards they receive for good attendance and their attitude to learning.

In 'PD Hour', pupils appreciate the opportunity to discuss and debate topics that are important to them.

The relationships, sex and health education at the school is exemplary. It is highly tailored to the needs of pupils who attend St Bernard's. As a result, pupils understand how to lead healthy, happy and fulfilling lives.

Pupils receive a wealth of careers advice and guidance which begins as soon as they start school. They have opportunities to meet employers, visit workplaces and receive personalised guidance when moving to the next stage in their education. Older pupils have meaningful experiences in the workplace.

As a result, pupils are aspirational about their next steps in education, employment or training.

Staff at the school reflect that, 'it is a special place to work'. Leaders have carefully developed a nurturing culture that supports staff well-being.

This allows staff to focus on the support they provide to pupils. The positive culture that leaders have created is evidenced through the way staff look out for each other and go above and beyond in caring for each other.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some aspects of the curriculum, both in its design and implementation, are not as refined in all subjects as the strongest examples in school. This results in some variation in how well pupils learn the curriculum in different subjects. The school should continue its ongoing work to strengthen the existing curriculum in individual subjects, through its effective training and support for staff.