St John Henry Newman Catholic School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, including students in the sixth form, are proud of their school. They said that they enjoy coming to school to learn. Pupils also said that the school hymn, which is played throughout the school each morning, gives them a sense of belonging and makes them feel happy to start the day.

Pupils said that they feel safe in school and know that there is always someone that they can talk to if they have any worries or concerns.

Pupils and students know that all staff have high expectations for both their behaviour and learning. They feel challenged in lessons to do their best.

They also understand that poor behaviour will not be tolerated. Pupils and student...s behave well in lessons and when moving around the school site. They are confident that when bullying occurs, leaders deal with this quickly and effectively.

Pupils and students enjoy a range of opportunities to take on additional responsibilities. This includes representing their form group as a member of the school parliament.

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

Leaders have created a well-designed and ambitious curriculum which supports all pupils and students to achieve well.

Teachers are clear about the essential learning that pupils and students need to learn and when they need to learn it. Teachers choose appropriate activities to help pupils to learn the curriculum.

Mostly, teachers use assessment strategies well to check that pupils have learned the important knowledge that they need.

Teachers use assessment information effectively to revisit learning that pupils may have forgotten and to pinpoint and address pupils' misconceptions.

Leaders have effective systems in place to identify those pupils with special educational needs and/or disabilities (SEND). This group of pupils achieve well.

This is because, for the most part, teachers have a clear understanding of these pupils' needs. Staff ensure that pupils with SEND are supported to access the curriculum. However, the needs of a small minority of pupils are not as well understood by some teachers.

This is because leaders do not share sufficient up-to-date information readily with staff about these pupils' needs.

Most pupils behave well. Where this is not the case, teachers use the behaviour policy effectively to avoid learning being disrupted.

That said, some pupils struggle to express themselves fluently and confidently. Leaders are addressing this by providing speaking and listening opportunities across subjects to improve this aspect of pupils' development.

Reading is a high priority across the school, including for students in the sixth form.

Opportunities for pupils to read and access high-quality texts are built into the day and include class readers for each form group. This continues in sixth form, where students read increasingly complex texts to further improve their vocabulary and discussion skills. Pupils and students learn key vocabulary to help them to understand the meaning of texts.

Students in the sixth form learn how to support pupils' reading in Years 7 and 8. Pupils make good progress in reading and most can read fluently and confidently.

Leaders have planned a structured approach to pupils' personal development.

A particular strength is pupils' awareness and understanding of tolerance and diversity. For example, a recent series of assemblies designed and delivered by pupils of different backgrounds supported their peers to understand the diversity of their community. Pupils and students are taught about healthy relationships, as well as online and financial risks.

The school parliament is a way for pupils to share their ideas and to propose and make changes within school.

Leaders provide a wide range of opportunities for pupils and students to learn about options for their next steps. This includes a wide range of work experience.

Pupils and students benefit from opportunities to learn about apprenticeships and career paths linked to their courses, particularly through careers week and careers fairs.

Leaders and governors share an ambitious vision for the school. They work together to make sure that all pupils and students benefit from a range of opportunities to learn how to become articulate and responsible citizens.

Leaders work well with stakeholders, including consulting with parents and carers on key issues.

Leaders, including governors, are supportive of staff's well-being and workload. Staff feel that they are highly valued.

The school has a strong community feel, where staff and students work together.

Safeguarding

The arrangements for safeguarding are effective.

Leaders place a strong emphasis on the well-being and safety of all pupils and students, including teaching pupils how to keep themselves safe.

Staff are trained well to spot any signs that indicate a pupil may be at risk from harm. All staff understand the importance of using the recording systems to ensure that any concerns are identified quickly. For instance, leaders include a 'welfare-check' system for those pupils who are late to school.

This helps to identify any barriers to them attending as often as they should.

Leaders work very well with outside agencies to provide the support that pupils and families need. Leaders have employed their own counsellor to make sure that they can provide support for vulnerable pupils when needed.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers are not provided with sufficient up-to-date information to help them to best meet the needs of a small minority of pupils with SEND. This means that teachers do not always use the most appropriate method to help these pupils to learn effectively. Leaders must ensure that sufficient information is shared with teachers in a timely manner to ensure that these pupils benefit from the most appropriate support.