St Peter’s Catholic High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils describe the school as a welcoming and friendly community. Warm interactions between pupils and staff reflect the positive relationships that they have.

Staff prioritise pupils' well-being. This helps pupils to feel happy.

Pupils are free to be themselves in this school.

Individuality is embraced. This is reflected in the rich variety of extra-curricular opportunities in which pupils eagerly participate. For example, they can sing along at karaoke club, catch up with their friends at 'knit and natter' or get involved in a wealth of sporting activities.

Pupils welcome opportunities to support each other. For instance, pupils take on responsibil...ities such as being anti-bullying ambassadors or well-being champions. Others help their younger peers to learn about important issues such as online safety.

Pupils benefit from training to fulfil these roles effectively.

Pupils from Year 7 to Year 11 place a high value on behaving exceptionally well. They know that the school expects nothing less.

Pupils learn the importance of being respectful and considerate towards others. Their conduct in lessons and around the school exemplifies this learning. Pupils try their best.

This helps most pupils to successfully meet the ambitious standards that the school sets for their achievement.

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

The school provides a broad curriculum for pupils, including those with special educational needs and/or disabilities (SEND). Pupils spoke enthusiastically about the educational trips that enhance this curriculum.

The English Baccalaureate suite of subjects has an increasingly high profile. For example, the number of pupils opting to study modern foreign languages at key stage 4 is growing.

Careful thought has been given to what pupils will learn and when.

Pupils' knowledge builds logically from Year 7 to Year 11. In the main, the curriculum is delivered well. Typically, staff are skilled at checking what pupils know and remember.

Staff act swiftly to address pupils' misconceptions.

The school has appropriate processes in place to identify any additional needs that pupils may have. Some of the support that the school provides for these pupils is successful.

For example, pupils with SEND appreciate, and thrive in, the nurture room. However, the information that the school gives to staff about the needs of these pupils is not as useful as it could be. At times, this makes it difficult for staff to adapt their delivery of the curriculum effectively for pupils with SEND.

The school ensures that pupils in key stage 3 who struggle with their reading receive the help that they need to read confidently and accurately. However, this is not the case for pupils in key stage 4. A small number of older pupils do not receive the help that they need to improve their reading.

The school provides a formidable programme of personal development that helps to prepare pupils well for life in modern Britain. Meticulous thought has been given to weaving this programme through different aspects of school life. For example, pupils' learning about democracy in 'curriculum for life' lessons is put into practice when they elect their school councillors.

Some of the most vulnerable pupils benefit from additional support to learn about more sensitive issues. Pupils of all ages consider this learning to be important and relevant. They said that 'it helps us to grow as people'.

Pupils experience an extensive careers programme. The school provides carefully tailored opportunities which help pupils to make informed decisions about their next steps.

The school is a haven of calm.

Pupils have highly positive attitudes towards their learning. They are exceedingly attentive and respond quickly to staff instructions. Pupils understand the importance of attending school regularly.

The vast majority do.

Members of the governing body think carefully about how to make best use of their wide-ranging expertise. They are sharply focused on supporting and challenging leaders to refine the quality of education that the school provides.

Staff appreciate the careful thought that is given to deadlines so that their workload is manageable. They are happy and proud to work at this school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not ensured that staff are provided with detailed information to enable them to support pupils with SEND as well as they should. On occasions, this makes it difficult for staff to appropriately adapt the delivery of the curriculum for these pupils. The school should accelerate its work to equip staff with the necessary information and guidance to support pupils with SEND effectively.

• The school's approach to identifying and supporting pupils in key stage 4 who find reading more difficult is underdeveloped. Consequently, some older pupils do not receive the help that they need in a timely and effective way. The school should ensure that it knows who these pupils are and then provide appropriate support to help them to read fluently so that they can access the curriculum more easily.