St Wilfrid’s RC College

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

The head of school is Denise Ritchie.

This school is part of The Bishop Chadwick Catholic Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Brendan Tapping, and overseen by a board of trustees, chaired by Daniel O'Mahoney. There is also an executive headteacher, Fr...ancesca Craik, who is responsible for this school.

What is it like to attend this school?

St Wilfrid's is a calm and welcoming school. Pupils are respectful to each other and to staff. A strong, Catholic ethos runs throughout the school.

Pupils are happy and enjoy coming to school.

The school is highly inclusive. Pupils treat everyone equally, regardless of any differences, belief or background.

Pupils say that they build a sense of community responsibility during their time at school. They are proud of becoming a 'Wilfie' when they attend St Wilfrid's.

Pupils know how to stay safe both online and offline.

They learn about physical, mental and financial well-being. Most pupils can talk about the protected characteristics and fundamental British values confidently. Pupils at St Wilfrid's are well prepared for life in modern Britain.

Occasionally, a minority of pupils do not meet the high expectations of the school and sometimes cause disruption outside of lessons. These pupils are receiving a rising number of suspensions.

Lots of pupils make the most of the wide range of clubs and activities on offer.

Pupils in the sixth form have two hours of enrichment in their timetable and participate in the Duke of Edinburgh's award, the extended professional qualification and volunteer in the local community. The safe space club recently won a 'FAB' award in the local community for its support work by pupils, for pupils within school.

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

Leaders at all levels are highly ambitious for pupils at St Wilfrid's.

The curriculum is broad and ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). The order in which pupils learn curriculum content and the activities they complete have been carefully considered. The school has worked with feeder primary schools to ensure that the curriculum builds logically from key stage 2 to key stage 3.

Teachers' use of assessment is highly effective in most curriculum areas. Pupils' understanding is regularly checked during lessons, and at the end of a sequence of lessons. Teachers use this information to address pupils' misconceptions quicky and, if necessary, reteach small parts of the curriculum to help pupils develop their understanding further.

Pupils achieve well in most subjects.

Most pupils with SEND achieve well. This is, in part, because staff have a thorough understanding of the individual learning needs of pupils with SEND.

Teachers adapt lessons using different resources and precise questioning so that pupils with SEND access the curriculum effectively. Skilled teaching assistants know the pupils well and deliver helpful support for pupils when needed.

A small group of pupils with SEND and some disadvantaged pupils do not attend school often enough.

These pupils are not achieving as well as they might. Leaders are doing all they reasonably can to increase the attendance of these pupils. This includes working with parents and outside agencies, and employing mental health professionals to work directly with pupils who are struggling to attend school regularly.

The school quickly identifies pupils who require support to read fluently. Leaders ensure these pupils receive targeted support to help them improve their phonics knowledge, reading fluency and understanding. The school fosters a love of reading through timetabled reading lessons, a form time reading programme and enrichment activities such as a 'readathon'.

Pupils behave well in lessons and at social times. Low-level disruption in lessons is rare and, if it does happen, teachers use the established behaviour system to respond quickly and effectively. This helps to ensure classrooms are calm and purposeful learning environments.

Pupils receive exceptional careers information, advice and guidance. There are a broad range of opportunities for all pupils, with many receiving carefully targeted advice and a range of careers opportunities. The school has strong links with local industry providers, including a large car manufacturing firm.

Industry experts deliver workshops, and pupils visit a range of further education providers. Sixth-form pupils have high ambitions, and a small group are receiving help and guidance to apply for specific universities.

The personal, social, health and economic (PSHE) curriculum is an integral part of the school curriculum.

Pupils learn character values and positive behaviour traits which develop in an age-appropriate way. They have access to a wide range of clubs, trips and visits, including the diocesan summer festival, international visits to Spain and France and a range of sporting clubs. There are extensive leadership and community opportunities, including a school colours programme which encourages community cohesion and re-enforces the Catholic values.

School leaders, the local governing body, trustees, and the diocese work effectively together. The local governing body brings a wealth of skills and experience to the school and is passionate that all pupils should have the very best opportunities at St Wilfrid's. School leaders support staff with their workload and well-being.

Staff are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils with SEND and a proportion of disadvantaged pupils do not attend school often enough.

These pupils are not achieving as well as they might. The school should continue to do all it reasonably can to improve the attendance and achievement of these pupils. ? Occasionally, a small group of pupils cause disruption around the school building.

These pupils are receiving a rising number of suspensions. Leaders should support these pupils to manage their behaviour effectively so that they behave well and are not suspended as often.

Background

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

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

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

This is the first ungraded inspection since we judged the school to be outstanding in October 2018.

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