St Dominic’s School

Highlights from Latest Inspection

What is it like to attend this school?

Parents, pupils and staff describe St Dominic's as a family. Every decision made by senior leaders is guided by the deep care they have for their pupils. There is a focus on ensuring everyone achieves highly.

Academic learning is supported daily by therapeutic support. The 'needs-led' programme sits within the school's broad curriculum. These sessions help pupils develop the skills and independence they need in readiness for adulthood.

The school's six core values, 'I am me, I matter, I am unique, I belong, I am safe, and I am prepared', are known and understood by all. Staff use these statements to help pupils develop appropriate behaviours that ensure everyone can l...earn safely. Intelligent and individualised guidance is provided to pupils if they have any difficulties in behaving as expected.

Adults prioritise the identification of the significant support each pupil will need, as soon as they join the school. Central to this is working closely with families and appropriate external agencies. Prior to starting at St Dominic's, many pupils may have missed a significant amount of their schooling.

Staff are relentless in remedying any negative feelings pupils may have about education by ensuring pupils feel safe, happy and keen to learn.

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

Leaders and staff are extremely ambitious for their pupils. Their vision of an engaging and empowering education is evident across the school.

Central to this is their determination to help every pupil succeed. Each day, teaching and therapeutic staff plan collaboratively. Communication across all staff is strong.

This means that each pupil's unique needs, as outlined in their education, health and care plan (EHC plan), are known, considered and met.

Leaders are continuing to embed the significant improvements made to the curriculum over recent years. The planned curriculum combines the expectations of the national curriculum with learning that helps pupils develop a sense of their place in the world.

In Years 3 to 9, pupils study a wide variety of subjects. Regular opportunities to enhance this learning are provided through trips out to the local area as well as visitors to the school. In key stages 4 and 5, pupils can sit a variety of GCSE and vocational qualifications.

Decisions regarding what subjects the sixth-form students will study are made on an individual basis. These reflect the views of pupils and their ambitions for when they leave school.

Reading and the development of vocabulary are prioritised.

In the primary phase, daily phonics sessions help pupils learn how to read. The books and stories teachers read to their classes are carefully chosen. Through these, pupils strengthen their knowledge and use of subject vocabulary and everyday language.

These texts also encourage pupils to question and debate challenging issues and themes about the world around them.The wider personal development of pupils is a strength of the school. Opportunities are offered within subjects.

For example, experiences such as an Anglo-Saxon re-enactment or a trip to Berlin help pupils develop their confidence in describing historical events. Specific provision is also planned around each pupil's aspirations for their future. This is particularly evident in the careers programme.

Students in the sixth form benefit from individualised support that helps them understand the importance of contributing to their school and the wider community.

Pupils know the school's high expectations for their behaviour. At times, some pupils can find it challenging to meet these because of their special educational needs and/or disabilities.

Staff know this and provide immediate support and reassurance when required. Time is taken to help pupils learn from these experiences to consider how differently they might respond to a similar situation in the future.

Pupils told inspectors how they feel safe because they know staff will always be there to support them.

As a result, pupils are highly positive about wanting to come to school. The high attendance of most pupils is particularly notable considering how many have missed a significant amount of their schooling prior to joining St Dominic's. Because of this, leaders put in place thoughtful support for pupils and their families prior to them starting school.

Some parents explained how much they valued this help in their responses to Ofsted's parent survey.

Leaders, governors and the multi-academy trust recognise the dedication of their staff, particularly during the period of disruption caused by COVID-19. Staff are very positive about the support provided for their own well-being, as well as their professional development.

Leaders know that the further development of the subject knowledge of staff will continue to support the ongoing achievement of their pupils.

Safeguarding

The arrangements for safeguarding are effective.

Staff use their detailed knowledge of pupils, and the school's expected safeguarding processes, to identify anyone who may be at risk of harm.

Recent training has had a particular focus on supporting the mental health of pupils. All staff prioritise this, identifying where their pupils need additional in-school support. This is provided by highly knowledgeable school staff or through further specialised external agencies.

Safeguarding record-keeping is meticulous. Leaders quickly take appropriate action whenever any concerns are reported. Records also reflect the daily dialogue staff have that focuses on the safety and well-being of each of their pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• As yet, the curriculum is not securely and consistently embedded across every subject. In a small number of subjects, teachers need further support to develop both their subject and teaching knowledge. This will help them to ensure pupils consistently learn and remember more as they move through the school.

• Not all subject leaders have had the time and resources to work with staff to ensure they have the subject and teaching knowledge they need to fully embed the curriculum. Some of this work has been hampered by the additional pressures on the school caused by the COVID-19 pandemic. Senior leaders need to ensure that the recently established faculty leaders have the required resources to provide teachers with the knowledge they need to fully embed the planned curriculum in every subject.