St Bernards Catholic High School, Barrow

Highlights from Latest Inspection

What is it like to attend this school?

St Bernard's Catholic High School is a positive learning community which values kindness, hard work and resilience.

Pupils appreciate the strong relationships that they forge with staff. Pupils feel valued as individuals. They are happy.

Pupils enjoy coming to school to learn and they said that they feel safe. Pupils respect each other's differences. Pupils told inspectors that if bullying does happen, teachers and other adults respond quickly to resolve any issues.

Leaders have high expectations of pupils' behaviour and achievement. Most pupils meet these expectations. Pupils follow a suitably ambitious curriculum.

They benefit from studying a broad... range of subjects. Lessons are calm and orderly places in which to learn.

Pupils value the extensive programme of activities that leaders have put in place for them.

Through this programme, pupils are given a wealth of opportunities to widen their horizons and deepen their understanding of the world. They take part enthusiastically in a wide range of clubs and sports. They enjoy residential visits both locally and in Europe.

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

Leaders and trustees have high aspirations for pupils. Pupils study a broad range of subjects in key stage 3. However, the proportion of pupils following the full English Baccalaureate (EBacc) suite of subjects in key stage 4 is low.

This is a legacy of the previous curriculum. Leaders have taken positive steps to put in place a curriculum which is more ambitious than before. They have strengthened the modern foreign languages curriculum in key stage 3.

This is encouraging more pupils to study this subject in key stage 4.

In most subjects, leaders have thought carefully about the knowledge that pupils should learn and in which order it should be taught. These curriculums are well organised.

They include regular opportunities for pupils to remember, practise and build on what they already know. Teachers ensure that pupils revisit their learning regularly. Pupils achieve well in these subjects.

In a small number of subjects, leaders' curriculum thinking is less well developed. In these subjects, leaders have not ensured that teachers emphasise the key knowledge that pupils should learn. Teachers do not know when pupils have missing knowledge or where they have forgotten key learning.

This leads to gaps in pupils' knowledge and slows their progress through the curriculum.

Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) accurately. Teachers adapt how pupils access learning, so that these pupils can learn the same ambitious curriculum as others in the school.

Leaders have a strong focus on developing pupils' reading and vocabulary. Pupils read regularly and fluently, including in dedicated reading time. Pupils who are at the earliest stages of learning to read benefit from an effective programme to help them to catch up.

This helps these pupils to access the wider curriculum.

Pupils behave well in lessons. They show positive attitudes towards their learning.

Pupils are resilient to setbacks and are proud of their work.

The personal development curriculum is very effective. Pupils learn about different faiths and cultures.

They are taught how to keep healthy, including taking care of their own mental health. Pupils have an age-appropriate understanding of how to stay healthy and keep safe. They understand topics such as knife crime.

Pupils are well prepared for life in modern Britain.

Pupils benefit from a well-designed careers programme. A high proportion of pupils, including those with SEND, continue into education, employment or training.

Trustees and governors hold leaders to account successfully for the quality of education in the school. Leaders take account of staff's workload and well-being. Staff are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding at the school. Staff know pupils very well and are able to identify any emerging issues.

They are vigilant and report concerns quickly. Leaders make sure that any concerns about pupils' safety and well-being are acted upon promptly. Leaders work effectively with external partners to ensure that pupils and their families get the help that they need.

Pupils learn about a range of risks to their safety and how to avoid them. This includes when pupils are online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The proportion of pupils following the full EBacc curriculum is low.

This limits the range of qualifications that pupils can acquire to set them up well for their future lives. Leaders should ensure that the changes to the key stage 3 curriculum are maximised to encourage more pupils to follow the full suite of qualifications at key stage 4. In a small number of subjects, leaders' curriculum thinking is less well developed.

This means that teachers are not clear about the essential knowledge that should be taught and emphasised. At times, this leads to gaps in pupils' knowledge and slows their progress through the curriculum. Leaders should finalise their curriculum thinking so that teachers know what should be taught and when this should happen.