St Katherine’s School

Highlights from Latest Inspection

What is it like to attend this school?

The school makes sure that pupils feel welcome and included. Pupils work closely with school leaders to recognise the contributions of under-represented groups in society.

For example, the houses that all members of the school belong to are now named: Pankhurst, Stephenson, Turing and Yousafzai.

Pupils feel safe and are happy at school. They said that there is an adult they can talk to, and that staff listen to them.

Those who need extra help with their mental health and well-being have support from specially trained staff. Bullying is rare and when it does happen, staff deal with it effectively.

Pupils respond well to the high expectations that staf...f have.

Behaviour is good and classrooms are calm and purposeful. Most pupils are keen to learn, and take pride in their work.

All pupils attend a range of clubs and activities.

This helps pupils to develop new skills. For example, all Year 7 pupils have the opportunity to learn a musical instrument with expert tuition. Students in the sixth form have leadership training.

This supports their development, and helps them to run activities for younger pupils.

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

Leaders have developed an ambitious curriculum that promotes equality, diversity and inclusion well. The number of pupils taking triple science and a humanities subject at GCSE has increased significantly.

Leaders have plans to encourage more pupils to learn languages at GCSE. This is so that more pupils study all the subjects that make up the English Baccalaureate. The number of pupils in the sixth form taking science subjects has also increased.

The school promotes reading well. One pupil summed up the views of many, saying: 'I used to hate reading, but I really enjoy it now.' However, the teaching of reading and key vocabulary is not consistent enough to build fluency and confidence for all pupils, especially the weaker readers.

Pupils, including those with special educational needs and/or disabilities, are well supported. Staff use assessment information well to adapt teaching to meet the needs of all pupils. Teaching gives clear guidance to pupils on how to complete their work.

This helps most pupils to start tasks promptly. Pupils structure their written work with increasing confidence, and take responsibility for their learning. Leaders and the trust provide staff with effective training.

Leaders have refined their approach to managing pupils' behaviour. Systems in place now ensure that pupils remain in lessons and do not disrupt learning. Leaders promote good attendance and punctuality.

They provide effective support for pupils whose attendance needs to improve.

Leaders at all levels accurately evaluate the performance of their areas of responsibility. Staff feel well supported by leaders.

Governors and trustees work well with senior leaders to check on their actions. They use this information to develop a well-thought-out strategic vision for St Katherine's.

Leaders have planned a suitable careers programme.

This has been adapted to take account of gaps in pupils' knowledge created by the national lockdowns that took place as a result of the COVID-19 pandemic. However, this is not yet fully embedded. The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

Pupils receive appropriate guidance when choosing their key stage 4 and key stage 5 options. As a result, few sixth-form students change course or leave the school before completing their programme of study.

The personal, social and health education (PSHE) curriculum is thoughtfully planned.

Pupils have contributed to the development of the curriculum. In particular, they have been involved with work on sexual harassment and issues facing those who are lesbian, gay, bisexual and transgender (LGBT+). However, leaders recognise that PSHE could go further in ensuring that all pupils are well prepared for life in modern Britain.

Pupils said that a minority of their peers use discriminatory language.

Safeguarding

The arrangements for safeguarding are effective.

Staff have regular training to ensure that they recognise signs that pupils may be at risk of harm.

They know how to refer any concerns they may have. Staff are confident that leaders will act swiftly to ensure that pupils are safe. Leaders work well with other agencies.

Aspects of the curriculum have been developed to minimise the risk of sexual harassment. Staff have received additional training to support pupils who are experiencing poor mental health.

Leaders ensure that appropriate background checks are carried out on all adults working in the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The teaching of reading and key vocabulary is inconsistent. Consequently, some pupils' learning is slowed down. Leaders need to ensure that the teaching of reading and key vocabulary ensures that all pupils can learn the curriculum fully.

• A minority of pupils use discriminatory language. This causes upset to their peers. Leaders need to strengthen the curriculum further to ensure that it is effective in preparing all pupils for life in modern Britain.