St Mary’s College, Voluntary Catholic Academy

Highlights from Latest Inspection

What is it like to attend this school?

St Mary's College is a highly ambitious school.

This ambition can be seen in all areas of the curriculum. Leaders have identified specific 'golden threads' around which they have designed the curriculum. The curriculum is carefully sequenced to ensure that pupils flourish.

Pupils, including those with special educational needs and/or disabilities (SEND), make exceptional academic progress.

Pupils are extremely well behaved. They feel happy and are safe in school.

Classrooms are calm and purposeful. Disruption to learning is rare. Pupils have respect for each other and celebrate their differences.

They have a deep understanding of fundamental... British values and protected characteristics. Pupils are thoroughly prepared for life in modern Britain.

Personal development runs through all aspects of school life.

Pupils have meaningful opportunities to be active citizens through roles such as personal, social and health education ambassadors, Agape ambassadors, and Shakespeare representatives. Pupils have access to a wide variety of extra-curricular activities. These include an extensive sporting offer, an international film club and a geo-marine club.

These activities support pupils to develop their talents and interests.

A broad curriculum is offered in the sixth form. This includes academic, vocational and technical qualifications.

Students develop rich knowledge, which gives them a deep understanding of their course of study. Students are ambitious and positive about their futures.

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

St Mary's College is an inclusive community with high aspirations for all.

Leaders have created a school where 'everybody belongs' regardless of background, race or disability. Leaders are ambitious for all pupils, including those with SEND. An exceptionally high number of pupils study the English Baccalaureate.

The curriculum moves beyond the national curriculum. The 'golden threads' of knowledge have been carefully woven into every subject. Leaders make sure that the curriculum is well sequenced.

This ensures that pupils know more and remember more over time. Leaders describe the curriculum as a 'never ending story'. They are constantly improving the curriculum.

For example, oracy is currently a priority to further enhance pupils' literacy and communication skills.

Reading is prioritised across the school. Leaders quickly identify pupils who cannot read well.

These pupils receive effective support from well-trained staff. Pupils at the early stages of reading catch up quickly. This helps them to access the full curriculum.

The school promotes a love of reading across all subjects. Teachers choose challenging texts from their subject for pupils to read. For example, in an A-level physical education lesson, pupils engaged with a text about the effects of vaping on the cardiovascular system.

Pupils with SEND and pupils who speak English as an additional language are expertly supported. Leaders identify additional needs early. Teachers adapt their lessons to meet the needs of pupils.

A small number of pupils are taught a modified curriculum. These pupils benefit from specialist support from skilled staff.

The behaviour and attitudes of pupils are exceptional.

A clear behaviour system is in place. Teachers and pupils understand the expectations. Staff implement the behaviour policy consistently across the school.

A minority of pupils require, and receive, extra support to meet the high expectations of the school. A small number of pupils attend alternative provision. These pupils access a curriculum appropriate to their needs.

Leaders regularly check that the support pupils receive at alternative provision continues to meet their needs.

Attendance is significantly above the national average. Leaders are tenacious in making sure that pupils come to school regularly.

The school's use of innovative strategies to improve attendance is noteworthy. For example, leaders use data to identify geographical trends in attendance. Leaders put interventions in place in response to these trends.

As a result, attendance is excellent.

The Catholic ethos is evident across all aspects of school life. Pupils learn about life in modern Britain through a carefully sequenced personal development and religious education curriculum.

Pupils put this learning into practice through schemes such as the leadership mentor programme. High-quality pastoral support is available for all pupils. Pupils have access to on-site mental health support and support from outside agencies.

The school provides excellent careers support at all key stages. Pupils are thoroughly prepared for their next steps.

The sixth-form provision at St Mary's College is outstanding.

Students, including those with SEND, achieve exceptionally high outcomes. The sixth form responds to the local context and employment needs by, for example, offering programmes such as the NHS pathway through the Medical, Health and Social Care Academy. All aspects of life in the sixth form support students to access future learning and positive destinations.

School leaders have created an environment where systems are consistently implemented across all areas of the school. This allows staff and pupils to flourish. Staff are proud to work at the school.

Leaders provide a comprehensive package of professional development. Staff are highly skilled and knowledgeable. The school is well supported by the diocese.

Trustees and the local governing body are highly knowledgeable and effective. They challenge and support school leaders to provide the best education possible for the pupils.

Safeguarding

The arrangements for safeguarding are effective.