St Thomas More Catholic High School

Highlights from Latest Inspection

What is it like to attend this school?

St Thomas More Catholic High School is a friendly, caring and inclusive school. The school is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).

Pupils achieve well. Pupils and the community are proud of their school. There is a clear vision for continued school improvement.

Pupils feel safe and happy in school. They know that they have staff to talk to if they are worried about anything. Pupils are confident that staff resolve any problems, including occasional bullying issues when they occur.

Pupils spoke highly of the support that they receive from pastoral staff.

The school is calm and orderly. Pu...pils typically behave well in lessons and around the school during unstructured times.

Relationships between pupils, staff and visitors are courteous and respectful.

Pupils learn how to keep themselves safe, healthy and aware of the world that they are growing up in. The school provides a range of opportunities for pupils to develop their skills, interests and talents.

There is a wide variety of extra-curricular activities, including sports, music, drama and catch-up clubs. Pupils enjoy trips locally and to places further afield such as Wales, Germany and France.

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

Changes to the leadership of the school, including new senior leaders and governors, have ensured that the school remains ambitious to maintain and continue to improve standards.

There has also been a renewed focus on the provision for pupils with SEND. Pupils with a wide range of needs across school are supported well.

The school has implemented a broad curriculum that makes clear what pupils need to learn and remember.

In most subjects, teachers focus on delivering topics which improve pupils' knowledge and skills in a well-ordered way. The school makes sure that new learning builds on what pupils already know.

Teachers have strong subject knowledge.

Where teachers are new to the school or the subject they teach, they are well supported. Teachers use their expertise to enable pupils to make decisions and learn in the most effective way. For example, in science, pupils are encouraged to see science through the lens of real-life situations.

In German, pupils think carefully about language misconceptions and how to overcome these. Additionally, in physical education (PE), pupils precisely adjust techniques to improve their serving quality when playing volleyball.

In most subjects, teachers check pupils' learning effectively to identify and address any misconceptions in lessons, and mistakes in their work.

This ensures that pupils are ready for new learning. However, the school does not make sure that all teachers consistently check that pupils have learned the important knowledge they need before moving them on. This means that some pupils develop gaps in their learning, which can hinder their achievement.

The school quickly identifies the needs of pupils with SEND. Teachers are provided with important information so that they can make appropriate adjustments to the delivery of the curriculum. Teachers benefit from high-quality SEND training.

The school ensures that all pupils access the same ambitious curriculum.

Typically, the school is effective at identifying pupils who need support to read well. However, a small proportion of older pupils do not benefit from sustained interventions to improve their reading knowledge.

This inhibits how well some pupils access the wider curriculum. The school has implemented a strategy to prioritise the teaching of reading. This includes pupils enjoying regular form-time reading from a diverse range of books and authors.

The school has a strong personal development offer for pupils. Pupils learn about their physical and mental health, healthy relationships, and how to respond to issues as they prepare for adulthood. Pupils have a good knowledge of life in modern-day Britain, including the fundamental British values.

Careers information and guidance is comprehensive. Pupils are well prepared for their next steps.

Pupils' behaviour in lessons and around the school is positive.

The school has established clear routines which support good behaviour. The school has high expectations for attendance. Attendance is typically high and the proportion of pupils who are persistently absent are low.

This includes disadvantaged pupils. Staff are determined in their efforts to help pupils to overcome barriers to attend school regularly.

The trust board and governing body has a thorough understanding of the school's strengths and priorities.

It provides appropriate advice and challenge to support the school's improvement.

The school has prioritised the workload and well-being of all staff.

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 all teachers use assessment strategies effectively to check on pupils' understanding in lessons or the accuracy of work in their books. This means that some pupils develop gaps in their learning which hinders their achievement. The school should ensure that all teachers systematically check pupils' learning so that misconceptions can be addressed before learning is moved on.

The school has not ensured that it makes regular checks on all pupils' reading. This means that a small proportion of older pupils cannot access the full curriculum and do not achieve as well as they should. The school should ensure that all pupils' reading knowledge is assessed and effective interventions are put in place to improve pupils' reading skills.