St Edward’s College

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, and students in the sixth form, consider it a privilege to attend St Edward's College.

They, along with their parents and carers, are delighted with the positive changes that the school has recently made.

Pupils benefit from a broad, rich curriculum that reflects the school's ambition for their academic achievement. Pupils typically achieve well.

Students in the sixth form move on successfully to an impressive range of university destinations.

Pupils' behaviour is improving rapidly. Most pupils behave well and act respectfully towards each other.

They understand that the school's high expectations have helped them to feel happier and... safer at school than in the past. When pupils report bullying or discrimination, staff deal with it effectively. Pupils have a renewed confidence in how well staff will help and support them if they have any worries.

Pupils are encouraged to play a full and active part in the life of the school. Many represent the school at regional and national sports fixtures, or in prestigious music performances. Pupils wear their college colours with pride, signalling their commitment to developing their talents and serving others.

Students in the sixth form relish opportunities to act as role models, for example by helping younger pupils with reading.

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

Governors and the trust have shepherded the school through a period of leadership instability. Until recently, this instability had a detrimental effect on pupils' behaviour and welfare.

During that time, some parents raised concerns over their children's experiences at the school. Governors and the trust have listened to these views. Their decisive action has successfully addressed these concerns and ensured that the school is led well.

The school has raised its expectations of pupils' conduct. This has contributed to a positive and respectful atmosphere in school. Most pupils behave well in lessons.

The school recognises that a minority of pupils do not meet this higher standard. Thoughtful support is helping these pupils to improve their behaviour.

The school's ambitious curriculum is well designed.

Pupils build a secure base of knowledge in key stages 3 and 4. In turn, this knowledge enables pupils to move on successfully to demanding sixth-form courses. Many pupils, including pupils with special educational needs and/or disabilities (SEND), study the English Baccalaureate suite of subjects in key stage 4.

Most pupils, and students in the sixth form, achieve well in national examinations.

Teachers are experts in their subjects. They draw on this expertise to explain new content clearly.

On the whole, teachers design tasks which help pupils to build knowledge well. However, a small group of pupils, including some with SEND, do not learn the curriculum as securely as their peers. This is because there is variability in how well teachers respond to pupils' starting points during lessons.

In addition, although the school has strengthened its systems for identifying any additional needs that pupils may have, some teachers do not meet the needs of these pupils as well as they should.

Reading has a high priority in the school. Pupils encounter a wide range of carefully chosen texts.

As pupils move through the curriculum, they build a rich subject-specific vocabulary. Pupils who struggle with reading, including any students who join the school in Year 12, catch up quickly due to the effective support that they receive.

Most pupils attend school often.

However, a small group of vulnerable pupils frequently miss school. This further hinders how well these pupils learn the curriculum. The school has not analysed the reasons for these absences well enough.

Work to support these pupils is sometimes not as effective as it should be.

Pupils' spiritual and moral development is at the heart of school life. Pupils relish many opportunities to contribute to their local and global communities.

Many sixth-form students take on leadership roles. These opportunities help pupils and students to develop into responsible citizens. The school's extensive programme of extra-curricular activities is noteworthy.

Staff ensure that these are accessible to all.

The school has recently improved the programme for pupils' personal, social, health and economic education. This is helping pupils to be better informed about life in modern society.

For example, they learn about different types of healthy relationships and the importance of consent. This, alongside the effective careers guidance that pupils receive, ensures that they are well prepared for their future lives.

Staff recognise that a lot has changed at the school in a short time.

Many staff spoke highly of the school's efforts to ensure that their workload is purposeful and manageable. For instance, staff appreciate the additional subject-specific development opportunities that they have.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not adapt learning activities to take sufficient account of pupils' needs and starting points. This hinders some pupils, including some pupils with SEND, from learning the curriculum as successfully as they should. The school should ensure that staff receive appropriate guidance to enable them to support pupils to access learning successfully.

Some pupils, particularly some of the most vulnerable pupils, do not attend school as often as they should. This means that they miss out on essential learning and they do not fully experience all that the school has to offer. The school should accelerate its plans to improve these pupils' attendance and ensure that any consequent gaps in their learning are addressed.

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