St Peter and St Paul, Catholic Voluntary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at St Peter and St Paul, Catholic Voluntary Academy. They are polite and respectful. Pupils say they feel safe here.

They enjoy positive relationships with caring staff. Pupils are guided by the school's values to be tolerant and respect differences.

Behaviour has improved in the school.

Staff set high expectations for pupils' behaviour. Most pupils behave well in lessons and around school. Bullying is never tolerated and, when it happens, issues are resolved quickly and supportively.

A minority of pupils who struggle to regulate their own behaviour receive effective support that helps them to improve.

The school has worked ...hard to develop an ambitious curriculum that supports pupils to gain the knowledge and skills they need to achieve well. However, the curriculum is not yet delivered consistently well across the school.

As a result, too many pupils do not achieve as well as they could. This is reflected in the most recent published outcomes.

Students in the sixth form benefit from personalised academic support and a well-planned enrichment programme that supports their wider development.

They value opportunities to contribute to the wider school community.

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

The curriculum at key stage 3 is broad and covers the requirements of the National Curriculum. At key stage 4, pupils choose from a good range of subjects.

The majority of pupils study all the subjects that make up the English Baccalaureate. Despite its small size, the sixth form offers a very extensive choice of academic and vocational courses.

In all subjects, the curriculum is well planned.

The school has identified precisely the knowledge that pupils will learn. This knowledge is sequenced well so that pupils build on what they have learned previously as they progress. Pupils with special educational needs and/or disabilities (SEND) follow the same curriculum as their peers.

The school quickly identifies the needs of pupils with SEND and provides effective support when it is needed. Weaker readers are supported well to develop their reading skills so that they can access the curriculum in full.

Staff have strong subject knowledge.

They use this to plan interesting lessons and activities. However, in lessons, staff do not always routinely check that pupils have the prior knowledge they need to make links to new learning. Sometimes they do not check well enough that pupils have understood new knowledge before moving on.

As a result, gaps and misconceptions are not identified or addressed quickly.

Most pupils try hard in lessons. However, in lessons, some staff do not have high-enough expectations of what pupils can achieve.

Sometimes they accept work that is of poor quality. Some staff do not routinely provide feedback to pupils to help them improve their work or deepen their understanding. As a result, pupils do not achieve as well as they might.

The delivery of the curriculum is stronger in the sixth form. Staff teach challenging concepts clearly. They question students well and challenge them to think deeply about their learning.

Classes in the sixth form are small and staff know the students very well. They provide personalised support that is appreciated by students.

Most pupils attend school well.

Staff provide support for pupils and their families to promote good attendance and behaviour. However, despite some improvement, a significant number of pupils are absent too often. Some pupils miss lessons because they are suspended from school.

Sixth-form students attend school well.

There is a well-planned curriculum for personal, social and health education. Pupils learn how to keep themselves healthy and safe.

They learn about British values and equalities.

Pupils benefit from a detailed careers programme. They have access to information from local employers and education providers as well as personalised careers advice.

Sixth-form students are supported to attend university open days. Many go on to aspirational destinations.

The school provides a good range of extra-curricular activities.

These include opportunities for pupils to develop their talents in a range of sports and the performing arts. Pupils appreciate these.

The school has improved the curriculum.

School leaders are ambitious to continue to improve all aspects of the school's provision. They are well supported by the multi-academy trust. Staff recognise the improvements the school has made.

They are happy and proud to work at the school. Staff appreciate the support the school provides them to manage their workload. They appreciate opportunities to develop their expertise.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Too many pupils are absent from school too often. Pupils whose attendance is low do not benefit from the curriculum as well as they could.

The school needs to make sure all pupils attend school well. ? Some staff do not always have high-enough expectations for what all pupils can achieve. Sometimes they accept work that is unfinished or of poor quality.

Some staff do not always support pupils well enough to improve their work or deepen their understanding. Pupils do not achieve as well as they could. The school needs to ensure that all staff share high expectations of all pupils and support them to achieve well across the curriculum.

• Some staff do not systematically check what pupils have learned. Sometimes they do not check well enough that pupils are secure in prior learning. They do not routinely question pupils to check that they have understood new knowledge.

Gaps and misconceptions are not always identified or addressed. Pupils' learning is insecure, and they do not remember what they have learned. The school needs to ensure that all staff routinely check pupils' learning and address gaps and misconceptions quickly and effectively.