St Philomena’s Catholic High School for Girls

Highlights from Latest Inspection

What is it like to attend this school?

This is a caring learning community where pupils said they are part of a 'big family'. Pupils and staff are guided by the school's core values, including generosity, kindness and integrity.

Pupils enjoy coming to school.

They are polite, respectful, and welcoming towards each other, staff, and visitors. Pupils are kept safe and value the support their teachers give them.

Teachers have high expectations of pupils' conduct.

Most pupils understand that the school rules create an environment which helps them to learn. Pupils said that bullying, including derogatory comments, are not accepted. Should any incidents occur, staff are quick to address them....r/>
Nonetheless, in a few instances, pupils do not feel fully confident reporting concerns to staff. Leaders are addressing this. For instance, well-being 'ambassadors' have recently been introduced to strengthen provision for pupils' mental health.

Leaders expect all pupils to achieve well, and pupils live up to the high expectations, including those with special educational needs and/or disabilities (SEND). In the sixth-form, students produce work of an exceptionally high standard. Sixth-form students' excellent behaviour and attitudes mean they are strong role models for younger pupils.

Pupils attend a variety of exciting clubs. They also participate in many trips which aim to extend their horizons.

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

Leaders have planned a curriculum which is well sequenced overall.

It is ambitious for all, including for those pupils with SEND. The curriculum offer is wide ranging, broad and balanced. In Years 10 to 13, this includes the provision of vocational courses which reflect pupils' aspirations for the future.

Leaders are also taking steps to improve uptake of the English Baccalaureate. For instance, they are increasing the number of pupils continuing modern foreign languages at GCSE.

In Years 7 to 11, leaders plan and sequence the curriculum effectively in most subjects.

Key concepts are taught in a logical manner. This ensures that pupils develop a secure understanding of subject content and deepen their knowledge successfully over time. Staff typically know what they expect pupils to learn in the long term.

In a few cases, for instance in art and mathematics, teachers are not as clear about the specific building blocks of knowledge that underpin pupils' progression in the subject. Occasionally, this means that teaching does not fully support pupils' readiness to tackle new, more complex learning.

Teachers have strong subject knowledge.

They know how to select appropriate resources and activities that help pupils get to grips with new subject content. Furthermore, in most subjects, leaders have given careful thought about how assessment is used to support the teaching of the curriculum. Teachers check what pupils have understood and remembered.

Gaps in understanding are addressed. Nonetheless, some teaching in Years 7 to 11 does not routinely check that pupils have grasped the meaning of key academic vocabulary. This is particularly evident in mathematics, computer science and art.

Sixth-form leaders have high expectations of students. These expectations are reflected in the ambitious curriculum, which meets the needs and goals of all students. Students excel in their learning.

There is a broad range of enrichment activities for students to enjoy outside of academic study. For example, students take part in societies for diversity, debating and law as well as a book club.

Pupils with SEND are fully included in the wider life of the school, and have the same opportunities to develop their interests and talents.

Leaders ensure that pupils with SEND receive the support they need to access the full curriculum along with their peers. For instance, teachers use information from 'pupil passports' to make appropriate adjustments to their lessons.

All pupils have access to high-quality and challenging texts, and they read widely.

Leaders ensure that pupils at the early stages of reading benefit from bespoke support to develop their reading and enhance their learning.

The school has a calm and orderly environment where low-level disruption is rare. Pupils behave well and show positive attitudes to their learning.

Pupils are taught how they can be healthy, active, and responsible citizens. The personal, social and health education curriculum enables pupils to learn about ideas relevant to their lives and wider society. For example, pupils are taught about the value of democracy and how they can challenge discrimination.

Pupils benefit from high-quality, impartial careers advice and guidance to help them choose their future destinations. The vast majority of pupils go on to the sixth form to study a range of courses, and then to university to pursue further study.

Staff are proud to work at the school.

Leaders and governors promote staff well-being and support them to manage their workload.

Governors are experienced and knowledgeable. They carry out their statutory duties with fidelity and hold leaders to account through rigorous evaluation of school information.

Safeguarding

The arrangements for safeguarding are effective.

The headteacher and governors ensure that pupils' safety and well-being are always given high priority. Policies and procedures reflect the most recent government guidance and are followed consistently.

This includes checks on staff's suitability to work in the school.

Staff are vigilant and understand risks to pupils' welfare. Leaders are proactive in identifying particular challenges faced by pupils, for example when travelling to school from different parts of London.

Leaders and staff bring together all the information they have on pupils' welfare. They work effectively with external agencies to ensure that pupils have the wide range of support they need. Pupils said that they feel safe and know how to stay safe online and in their local community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, some checks on pupils' learning do not pick up when pupils are finding it hard to grasp key academic language. In some instances, pupils' understanding of this language is not fully secure. Leaders should ensure that approaches to checking pupils' understanding contribute consistently well to developing pupils' use of subject-specific vocabulary.

• On occasions, leaders' curricular thinking has not made clear what knowledge pupils need to learn in order to achieve the long-term goals for the subject. When this happens, pupils sometimes move on to learn more-complex ideas before they are ready. Leaders should monitor the implementation of the curriculum and support teachers to identify all of the different knowledge pupils will need to successfully tackle more complex subject content.