La Sainte Union Catholic Secondary School

La Sainte Union Catholic Secondary School Inspection report

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Unique Reference Number 100059 Local Authority Camden Inspection number 354798 Inspection dates 4–5 November 2010 Reporting inspector Peter McGregor

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Comprehensive School category Voluntary aided Age range of pupils 11–19 Gender of pupils Girls Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1222 Of which, number on roll in the sixth form 329 Appropriate authority The governing body Chair John Hall Headteacher Maureen Williams Date of previous school inspection 18 October 2007 School address Highgate Road London NW5 1RP Telephone number 020 7428 4600 Fax number 020 7267 7647 Email address general@lsu.camden.sch.uk

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Age group 11–19 Inspection dates 4–5 November 2010 Inspection number 354798 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by five additional inspectors. They observed 45 lessons taught by 45 teachers. Inspectors held meetings with groups of students, staff and governors. They observed the school's work, and looked at school policies, development planning, information about students' performance, monitoring records and governing body minutes. The team received and analysed questionnaires completed by 281 parents and carers, and others by staff and students. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  How popular and successful are the specialist areas, mathematics and science?  In which way does teaching ensure that students with special educational needs and/or disabilities make similar progress to their peers?  How effectively is a balance struck between behaviour management and encouragement of students' involvement in learning?

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Information about the school

Above the average size for a secondary school, La Sainte Union has a large sixth form of its own which also forms part of a consortium with three other neighbouring schools. It accepts sixth form students from all faiths and none. The girls in Years 7 to 11 are from a wide variety of ethnic backgrounds, predominantly White British and Black British African which make up about a quarter each of the school roll. The proportions are above average for students known to be eligible for free school meals, and those speaking English as an additional language. A below average proportion has special educational needs and/or disabilities, mainly dyslexia and difficulties associated with behavioural, emotional and social issues or physical, speech and hearing needs. La Sainte Union has specialist status for Science with Mathematics and International School status.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

La Sainte Union is a good school which has made significant improvement since its previous inspection. The sixth form is good and improving. Students' attainment remains high, with exceptional results in English and religious education. Students make good progress, including those with special educational needs and/or disabilities because of the targeted specialist support they receive. They feel extremely safe and show outstanding spiritual, moral, social and cultural development. Attendance is high and students display a strong commitment to hard work. They generally behave well in lessons and behaviour around the school buildings and site is excellent. They appreciate the importance of healthy living, although they do not always put into practice what they know. The quality of relationships among students, and with the staff, is exceptionally good. The excellence in care, guidance and support provided is exemplified by the rigour and consistency of the

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Main findings

attendance procedures and the outstanding quality of pastoral care. Teaching is good in a wide range of subjects, with some outstanding practice, resulting in enjoyable, rapid and sustained learning. A few lessons are less successful, such as in science and mathematics when teacher talk takes precedence over students' involvement in their own learning. There is also some inconsistency in the effectiveness of assessment procedures. The curriculum provides a range of academic and vocational pathways, meeting the needs of students through traditional courses and innovative activities. Students develop outstanding skills to assist them in their working life and make an excellent contribution to the school and wider community. Safeguarding of the students, links with other schools and partnerships with parents, carers and other agencies are all outstanding. he headteacher, with the support of the leadership team, is changing the culture of the

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Main findings

school to one where staff are more accountable for their actions. Heads of department remarked that 'the school is in transition', as they adjust their practices to ensure that developments take place, once the need is identified through self-evaluation and external review. Staff morale remains high at the same time as this significant change at the core of the school is being achieved. The inclusive approach, in the sixth form as well as in Years 7 to 11, is testament to the strong drive to provide equality of opportunity for all. High and improving standards, extremely rigorous monitoring of teaching and learning which is leading to improvement in students' progress, along with the excellent aspects of school life, are indicative of an outstanding capacity to improve. The school provides excellent value for money.

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What does the school need to do to improve further?

 In order to increase the rate of progress throughout the school, improve the quality of teaching and learning within this academic year, by providing more opportunities

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

in lessons for all students to be involved in engaging activities that meet their assessed needs, particularly in the school's specialisms of science with mathematics.

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Outcomes for individuals and groups of pupils 1

Based on high attainment in examinations, which represents good progress from above average attainment on entry, students' achievement at La Sainte Union is outstanding. It has been so for the past three years and is still improving. In lessons, students are articulate, capable communicators both orally and in writing. In Year 9, when set the task of composing an argument to justify their views on teenage slang, students enthusiastically arranged ideas on paper and were able to put them across convincingly in discussion. Students are also numerate, careful problem solvers. More than nine in every ten gain a GCSE A* to C grade in English; a large majority attain these grades in mathematics. Science results are above average but not as high as in mathematics. No group of students underachieves because almost all work hard and enjoy their lessons, and the teaching is effective. The quality of learning is exemplified by a Year 8 student's

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Outcomes for individuals and groups of pupils 1

comment, who referred to being 'set challenging targets which we work hard to achieve with our teachers' help'. Students feel extremely safe and entirely confident about whom to go to if they have any problems. Younger students greatly value the peer mentor work of Year 11s, in helping them to settle into the school and resolving any difficulties they might have. Students appreciate the freedom they have during lunchtimes and break periods and respond with great maturity, behaving extremely well whether in the dining room, around the site or in classrooms. A small number are too silly in a few classes and this can disrupt learning, although most staff deal well with such incidents. Students know that a balanced diet is important and many participate in extra-curricular sport, as well as enthusiastically engaging in physical education lessons. Some of the food eaten at break and lunchtime, and the fizzy drinks consumed, indicates that a few have not yet adopted the healthy

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Outcomes for individuals and groups of pupils 1

eating practices of the majority. The great depth of students' involvement in school life and further afield is an outstanding aspect of their development and manifested. For example, as sports leaders, in the school council, with its various committees, such as those associated with anti-bullying and working against child labour worldwide, and the generation of large sums of money for charities. They are very well prepared for adult life, not least through their high levels of literacy and numeracy, their cooperative approach to one another and staff, and their excellent attendance. Students' spiritual development is a strength of the school. Students reflect upon issues with great thought and care, such as in geography lessons when discussing population growth and the supply of food. They have an excellent feeling for what is right and wrong as a result of the school's Christian ethos. Students of all cultures

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Outcomes for individuals and groups of pupils 1

and backgrounds get on extremely well together, appreciating the common bonds that exist between them.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 1

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 1

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 1

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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1

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 1

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Much of the teaching observed was good or outstanding. Teachers know their subjects very well and use this effectively to improve students' understanding and skills. The level of challenge provided in English, and often in arts subjects, is exceptional, with many opportunities for paired and independent work and peer- and self-assessment. The good or excellent pace of work characterising these lessons resulted in the fullest engagement and concentration of students and very effective learning. In science, and to a lesser extent in mathematics, although teaching and learning were at least satisfactory, teacher talk tended to dominate, which resulted in passive learning. Students were less secure in knowing how to assess their work and tasks were not well enough matched to their needs. Tracking of students' progress in Years 10 and 11 is very effective and similar rigour is being established in Years 7 to 9 as shorter-term targets are introduced.

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How effective is the provision?

The curriculum offers students a wide range of pathways to success, including many in the sciences, covering academic and applied courses at different levels and reflecting the school's specialist status. Year 7 students entering with below average attainment are tutored in English and mathematics in small classes to help accelerate progress. The school has responded effectively to the needs of Year 10 and 11 students by adapting the range of work, including the introduction of more diploma and young apprenticeship programmes. Other initiatives to broaden students' experience are currently being established, such as 'drop-down days', where the timetable is suspended and students

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

work together for extended periods on areas such as thinking skills, justice and sustainability. The time available for physical education has been increased this year to two hours each week. Extra-curricular activities, particularly in sport and music, are popular and successful. A homework club after school is provided although attendance is limited by the long journeys many students have. At the heart of the school is the students' welfare and this is a key element in promoting their outstanding personal development and high attainment. The high quality pastoral care is based on a well-established, excellent framework of communication between tutors, heads of year, heads of key stage and senior leaders. All students become well known, so potential difficulties are identified early and wherever possible resolved. The needs of vulnerable students are very well understood, with specialist support secured

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

where necessary. The school has been quick to recognise the diverse needs of individuals and groups such as those from Congolese and Polish communities, establishing highly effective support groups. The students and their families trust their teachers and feel confident to share concerns, knowing they will receive support and guidance.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Parents, staff and students hold senior leaders in very high regard. They see the outcomes of highly successful driving improvement in extremely motivated students, doing very well academically. The vision of excellence is embedded throughout the school, alongside warmth and care which are palpable. The senior team use their complementary skills to good effect for all in the school community. The drive is clear to achieve greater consistency in the quality of teaching and assessment, thus improving students' learning and progress, particularly in areas connected with the school's specialist status. Accurate and robust self-evaluation points clearly towards the need for greater accountability and even higher attainment. The accurate picture of teaching and learning results from thorough monitoring. There is no complacency, with aspirational and higher targets set each year. The school has excellent links with key agencies, clear and effective policies, strategies

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How effective are leadership and management?

and procedures that help safeguard the students extremely well. All staff are trained in child protection. Records show that bullying and racist behaviour are minimal and students report how keenly aware they are of cyber and other forms of bullying. Procedures for promoting equality of opportunity and tackling any discrimination are excellent. The school's key role in the local Three Faiths Forum illustrates its commitment to educating students to value the multi-faith communities where they live and study. It has a clear

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

appreciation of its context and has worked sensitively to forge links with a school with a high proportion of Muslim students. Reflecting its International School status, strong links with a school in Tanzania as well as others abroad, and with the family of Catholic schools to which it belongs, are an indication of the drive to promote community cohesion. Leaders have not yet conducted an audit on this aspect of its provision to ensure that objectives are being met. Governors have a good knowledge of the many strengths of the school and development points. They are making steady progress in developing links with departments and checking that all policies are scrutinised with sufficient frequency.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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1

Taking into account: The leadership and management of teaching and learning

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Sixth form

Students at La Sainte Union are very well prepared for their sixth form education in the La Swap consortium, formed between four schools that work closely together to maximise opportunities for students. Common timetables, assessment frameworks and procedures for care, guidance and support enable students, both male and female, to select courses with confidence in one or more of the schools. Most take courses in two centres. With over 40 courses available, covering both academic and vocational needs, as well as financial management and philosophy for life sessions, the curriculum provision is outstanding. A comprehensive range of extra-curricular activities includes popular and successful clubs and visits, for example the European Youth Parliament. Careers advice and guidance on entry to higher education are most helpful. Attainment is above average showing students make good progress from their starting

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Sixth form

points, particularly in A-level sociology and physical education. A-level English, sociology, history and religious education are very popular courses at La Sainte Union, reflecting students' GCSE successes in the these subjects. Students with additional learning needs make similar progress to their peers as a result of good quality intervention to meet those

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

needs. High retention rates in both Years 12 and 13, and good and improving attendance, show that school systems and support are very effective. Good independent study skill development is facilitated by a well-resourced centre and appropriate expectations of tutors. Students take their responsibilities in the sixth form and main school seriously, as members of their own council and, for example, helping as peer mentors and supporting lunchtime clubs. Teaching is good but inconsistent across subjects. Teachers invariably have good subject knowledge which they use well to provide information required by examination board specifications and to answer students' questions clearly and accurately. Students benefit from cooperative group work and helpful assessment. Occasionally, lessons are too teacher directed and this limits opportunities for students to be engaged in learning because they spend too long listening to the teacher.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

The sixth form is well led and managed. The priority is to raise attainment through more consistently good teaching. The well-developed and rigorous tracking system is helping to assess underachievement and provide appropriate support. The large number of students involved in the consortium, over 1,300, enables efficient group sizes and cost effective provision. Senior leaders of all the schools work closely together for the benefit of students.

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Overall effectiveness of the sixth form 2

Taking into account: Outcomes for students in the sixth form

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Overall effectiveness of the sixth form 2

The quality of provision in the sixth form 2

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Overall effectiveness of the sixth form 2

Leadership and management of the sixth form 2

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Views of parents and carers

Most parents and carers who responded to the questionnaire about their children's education were very positive about all aspects of school life. They value greatly the safe environment, the effective manner with which behaviour is managed and their children's experiences overall. A very small minority considered that the school did not help their children to have a healthy lifestyle. Inspection evidence supported parents' overwhelmingly positive views and their concerns about students' adoption of healthy lifestyles. Although students are engaged in physical exercise, the quality of the food some eat is not always appropriate.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at La Sainte Union Catholic Secondary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 281 completed questionnaires by the end of the on-site inspection. In total, there are 1222 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 149 53 125 44 5 2 1 0 The school keeps my child safe 168 60 109 39 2 1 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 121 43 134 48 14 5 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 142 51 128 46 4 1 0 0

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Total % Total % Total % Total %

The teaching is good at this school 134 48 145 52 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 109 39 151 54 16 6 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 84 30 156 56 30 11 3 1

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 115 41 130 46 9 3 1 0

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Total % Total % Total % Total %

The school meets my child's particular needs 100 36 167 59 3 1 1 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 150 53 113 40 10 4 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 78 28 161 57 16 6 1 0

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Total % Total % Total % Total %

The school is led and managed effectively 128 46 144 51 2 1 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 164 58 114 41 0 0 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures in clude those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of La Sainte Union Catholic Secondary School, London NW5 1RP

Thank you for the very warm welcome we received when we visited your school recently. We enjoyed talking with you, hearing and reading your views. La Sainte Union is a good school where you attain high standards in your GCSE examinations and make good progress in your studies. This continues into the sixth form where your results are above average. Results are improving year on year. The school has many strengths. Some of the key ones are listed here:  You do particularly well in English and achieve excellent GCSE results.  You are very sensible, get on very well together and with the staff.  You behave well, exceptionally so around the school during breaks and in the lunch period.  Your attendance is excellent and you feel extremely safe.  You enjoy school, try hard and want to succeed. You take responsibilities seriously both within the school community and in the wider world.  A large number of you are involved in sports activities and you all understand how to

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Inspection of La Sainte Union Catholic Secondary School, London NW5 1RP

live healthily (though not all of you eat as healthily as you could).  The staff care for you extremely well and you appreciate this.  You have a good range of courses to study in Years 7 to 11, and the choice is excellent in the sixth form.  Most of your lessons are well taught and you find them interesting.  The headteacher and senior staff are highly effective leaders. They know what to do to help make the school even better and are making important changes. We have asked the school to ensure that teaching is consistently good or outstanding, so that you work hard and do as well as you can in every lesson, especially science and mathematics. Teachers should always use assessment information to plan work to meet your different needs and ensure that more time is given over to you working independently, finding out and learning for yourselves. You can help by working hard in all lessons and always behaving well.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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