St Catherine’s Catholic School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this school. They work hard and achieve well.

Pupils are kind and considerate to each other, and respectful to their teachers and other adults. Lessons are very rarely affected by poor behaviour. Pupils say that bullying sometimes happens, but when it does, staff deal with it effectively.

Leaders prioritise pupils' well-being, including their mental health. Pupils are safe and know who to talk to if they have any concerns.

Pupils benefit from a well-thought-out curriculum.

This includes a carefully considered range of qualifications offered in Years 10 and 11. Teachers' strong subject knowledge and the very calm atmosphere in c...lassrooms mean that pupils are able to learn well. This in turn leads to strong outcomes for pupils.

Leaders have established a range of opportunities to develop pupils beyond the academic. For example, residential retreats, visits to museums, and a popular pupil-run garden in the school grounds all help to broaden pupils' experiences. A typical comment from a parent was, 'The school has been brilliant in supporting and nurturing my daughter academically, socially, emotionally and spiritually'.

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

Leaders have high expectations for all pupils. This includes ensuring that pupils achieve well, and that their wider personal development is supported. The curriculum is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).

Leaders have carefully considered the sequence of topics and key knowledge that is taught. This helps pupils to build on what they already know. Teachers' strong subject knowledge and carefully chosen tasks support pupils to learn new skills and develop their understanding.

Teachers use a variety of ways to check pupils' understanding and to help pupils improve their work.

Leaders have ensured that there is a clear process for the identification and assessment of the needs of pupils with SEND. Leaders make sure that teachers know what strategies will best support these pupils.

This means that pupils with SEND can access the same curriculum as their peers. Reading is encouraged and celebrated across the school. Leaders set aside time for pupils to develop their literacy skills.

However, those pupils who need additional help with their reading do not currently benefit from a structured programme to help them become fluent readers.

Pupils display very positive attitudes to their peers and their teachers. They behave very well in lessons and are calm and orderly around the school, including at social times.

Pupils attend regularly, and a focus on punctuality means that they are rarely late to school or to lessons.

Pupils from Years 7 to 11 are taught how to keep safe, including how to stay safe online. The personal, social and health education (PSHE) programme provides pupils with guidance on developing healthy relationships, as well as how to look after their physical and mental well-being.

Some pupils do not think that PSHE is delivered consistently well. Some teachers say they would benefit from further training and support so that they are well prepared to deliver these important lessons.

Pupils are encouraged to take on additional responsibilities in the school.

A senior leadership team in Year 11, form captains, team captains, peer mentors, well-being ambassadors, prayer leaders and a team of 'eco-warriors' all provide extra opportunities for pupils. Many pupils attend clubs and activities after school. They enjoy residential retreats as well as trips to places of cultural significance.

Leaders have ensured that pupils are well informed about careers so that they can make informed choices about their next steps in education or employment. A range of different education providers, as well as apprenticeship providers and local employers, come into school to provide information to pupils.

Leaders have a very good understanding of the school's strengths and areas for further improvement.

They know what needs to be prioritised. Staff say that they are well supported by leaders, and their well-being is taken seriously. Governors support and challenge school leaders appropriately.

Governors know the school well and share school leaders' high ambitions for all pupils.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a strong safeguarding culture.

An experienced and skilled team ensures that all members of the school community, including governors, are aware of their safeguarding responsibilities. Pupils know who they can talk to if they have a concern. Staff are appropriately trained and know to report concerns, no matter how small.

This culture of vigilance helps to keep pupils safe.

Leaders are proactive in working with other agencies, including children's social care and the police. This means that help for vulnerable pupils can be accessed quickly.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils who need the most help with reading do not currently receive an appropriate programme of support. This means that these pupils are not able to make the rapid improvements necessary to help them to read fluently. Leaders should put effective strategies in place to support weaker readers so that they can access the full scope of the curriculum.

• Some staff do not feel confident to deliver the planned PSHE sessions. This means that sometimes these sessions are not effective, and pupils do not fully benefit from the intended PSHE programme. Leaders should ensure that staff who deliver these sessions are appropriately trained and supported so that pupils gain a secure grasp of these important topics.

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