St Thomas More RC College

Highlights from Latest Inspection

Outcome

St Thomas More RC College continues to be a good school.

What is it like to attend this school?

St Thomas More Roman Catholic College is a calm, welcoming community founded on mutual respect for all.

Pupils said that they enjoy coming to school.

They feel happy and safe. Pupils appreciate the positive relationships that they forge with staff. They feel valued as individuals and trust staff.

Pupils celebrate differences between people. They do not tolerate discrimination. Pupils are confident that leaders will quickly act to address any incidents of bullying.

Pupils have pride in their school. They take good care of the quiet and calm classrooms, corridors... and social areas. Pupils behave sensibly and have fun during social times.

Leaders' expectations for pupils' learning and behaviour are high. Pupils live up to these expectations and achieve well across a range of subjects. Pupils enjoy their learning without distraction.

They are punctual to lessons.

Pupils experience a wide range of opportunities outside of lessons. These activities broaden their horizons and deepen their understanding of the world.

For example, pupils take part in a wide range of sports and drama clubs. They are keen to contribute to their local community through The Duke of Edinburgh's Award. Parents and carers are particularly supportive of the school.

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

Leaders have thoughtfully redesigned the curriculum so that pupils can build on what they already know. The curriculum is broad and suitably ambitious for all pupils and has the English Baccalaureate suite of subjects at its heart.

Subject leaders have thought carefully about the knowledge that pupils should learn and in which order it should be taught.

These curriculums are well organised. They include opportunities for pupils to remember, practise and build on what they already know.Teachers have a sound knowledge of their subjects.

They ensure that pupils revisit their learning regularly. Pupils achieve well in many subjects. Teachers typically check carefully for any gaps in pupils' knowledge.

They use this information to adapt their teaching so that pupils can gain or recover any learning that they have missed or forgotten. Teachers are proficient in selecting appropriate activities that develop pupils' subject knowledge.

Pupils can apply new learning to increasingly sophisticated concepts and ideas in most subjects.

However, in a small number of subjects, teachers do not help pupils well enough to make connections between their learning. This hinders pupils' progress.

Leaders have effective systems in place to identify and help those pupils who find reading difficult.

Leaders have placed a clear emphasis on developing pupils' reading and vocabulary knowledge in lessons. This helps these pupils to access the wider curriculum.

Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) quickly and effectively.

Teachers adapt how pupils access learning so that these pupils can learn the same ambitious curriculum as others in the school. Pupils who attend the specially resourced provision for pupils with SEND (specially resourced provision) are well supported and able to access the same ambitious curriculum as their peers. All pupils with SEND, including those in the specially resourced provision, are fully included in the life of the school and achieve well.

Pupils behave well during lessons. Movement between lessons and at lunchtime is particularly calm. Pupils self-regulate their behaviour and conduct well.

The personal development programme prepares pupils well for their future in modern Britain. Pupils learn about the features of healthy relationships, including consent. They understand the negative impact of prejudice on others.

Leaders ensure that careers guidance is well established across all years. Pupils move on to appropriate destinations at the end of Year 11.

Governors hold leaders to account successfully for the quality of education in the school.

Leaders take account of staff's workload and well-being. Staff are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a strong safeguarding culture. They have ensured that staff are clear about the dangers that pupils may face. This includes when pupils are online.

Staff are vigilant and alert to the signs that may indicate that pupils are at risk of harm. Adults report concerns about pupils in a timely manner and leaders follow up on these concerns appropriately. Leaders work effectively with external partners to ensure that pupils and their families get the help that they need.

Pupils learn how to keep themselves safe. They are taught about issues such as peer-on-peer abuse and consent.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, teachers do not help pupils to make connections between their learning.

This hinders their progress through the curriculum. Leaders should ensure that teachers enable pupils to deepen their understanding by making links between what they know.

Background

When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in December 2012.