St Andrew's Catholic School

St Andrew's Catholic School Inspection report

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Unique Reference Number 125275 Local Authority Surrey Inspection number 359876 Inspection dates 10–11 November 2010 Reporting inspector Meena Wood HMI

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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 Community Age range of pupils 11–18 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 820 Of which, number on roll in the sixth form 120 Appropriate authority The governing body Chair John Earl Headteacher Alan Mitchell Date of previous school inspection 13 November 2007 School address Hillfield Leatherhead KT22 7JP Telephone number 01372 277881 Fax number 01372 279135 Email address administrator@st-andrews.surrey.sch.uk

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Age group 11–18 Inspection dates 10–11 November 2010 Inspection number 359876 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 one of Her Majesty's Inspectors and three additional inspectors. The inspectors visited 36 lessons, observed 25 teachers, and held meetings with the Chair of the Governing Body, leaders and managers, teaching staff and students and the School Improvement Partner. They carried out a number of short focused visits to classrooms and joint observations of lessons with the school's senior managers. They carefully scrutinised the school development plan and departmental reviews, a range of school policies, local authority reviews, governing body minutes, internal teaching and learning observations, and students' work. Inspectors evaluated questionnaires form 134 parents and carers, 119 students and 23 staff. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  Whether teaching and assessment practice are sufficiently tailored to students'

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Introduction

abilities and prior attainment.  How well individual students learn, make progress and behave in lessons.  The quality of safeguarding procedures and the monitoring of behaviour.  Sixth form provision and whether students are being enabled to make better progress and to attain higher standards.  The capacity of leaders and managers to make sustained improvements.

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Information about the school

St Andrew's Catholic School is a smaller-than-average secondary school, with a growing sixth form and specialist status in mathematics and computing. The extended school offers family learning classes in literacy, numeracy and information and communication technology. A high proportion of students have special educational needs and/or disabilities. A lower number have a statement of special educational needs. Most of these students have moderate learning difficulties, behavioural, emotional or social difficulties, or dyslexia. The proportion of students from a minority ethnic background is low. White Other and Asian British are the largest groups; the most common heritage languages spoken are Tagalog, Polish and Portuguese. A small proportion of students are eligible for free school meals. 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

St Andrew's Catholic School is a satisfactory school. Following the appointment of a new executive headteacher and the current headteacher over the previous ten months, the numbers of students gaining five A* to C GCSE standards (including English and mathematics) have significantly increased to just above national averages. The headteacher has provided strong leadership in developing a respect for education and has worked highly effectively with his new senior leadership team and staff to instil a culture of raised aspirations and expectations. This has resulted in considerably improved students' behaviour. Most demonstrate a willing and keen attitude towards their learning. When given the opportunities in lessons to participate in pair and group work, they make highly positive contributions. Most students report that they feel safe in the school. The inspection team found that the monitoring and review of arrangements regarding safeguarding were satisfactory, but that

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Main findings

there was limited rigour in monitoring and systematic review of policies. Although behaviour has improved, systems for detailed analysis of improvements and trends in this respect are not established. A broadening curriculum offers students the choice of academic and vocational subjects most suited to their abilities and interests and this has also contributed to raising Year 11 standards. However, there remains variation in the learning of students, with both higher and lower ability students sometimes making slower progress, and boys achieving better than girls. Too little emphasis is placed on developing literacy and writing skills across the curriculum, resulting in some poor standards of literacy in students' work. Satisfactory teaching results in most students making broadly expected levels of progress, although there is variation in quality between and within subjects. However, assessment practice is

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Main findings

highly inconsistent. In those lessons where teaching and assessment activities were well structured and challenged students of higher ability, while providing support for those of lower ability, inspectors observed high levels of enjoyment and engagement and good progress, very often through collaborative activities and structured discussion. In some lessons, however, teachers' learning objectives did not sufficiently assess and take into account the full range of students' prior attainment, and teachers did not check the knowledge and skills students were acquiring before moving on to the next activity. There are a few good examples of assessment and marking but, across the curriculum, the quality of oral and written feedback on students' work, including marking, is inadequate. Students receive satisfactory academic guidance on their next steps in Years 9, 11 and in the sixth form. Pastoral support is good for students with a statement and satisfactory for

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Main findings

those with social, emotional and behavioural needs. There is, however, significant variability in the quality of the academic support received by students, in particular those 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

of lower ability or with learning difficulties, such as dyslexia. Initial assessments and structured support for some of these students are not timely or effective. The school sixth form was graded as inadequate at the last inspection and is now good. Standards in A-level and other examinations have continuously improved over the past three years. The self-evaluation that is now in place is accurate and plans for improvement target the most important areas. Given the positive impact of changes that have taken place in a relatively short space of time, this demonstrates the school's satisfactory capacity to improve, despite the challenges facing the new headteacher and his leadership team.

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What does the school need to do to improve further?

 Raise the proportion of students, especially of female students, higher and lower ability students, attaining five or more GCSEs at grades A* to C, including English and mathematics, and accelerate the learning and progress of these students by September 2011 through: ? improving the quality of teaching, assessment and learning objectives across all subjects to ensure that activities, tasks and pace of learning are better matched to students' abilities ? ensuring students receive feedback that enables them to improve and that marking is consistently helpful and detailed in all subjects ? developing a literacy strategy that supports students' standards of work across the curriculum and provides structured support for those with dyslexia.  Strengthen procedures relating to safeguarding and behaviour by February 2011 through: systematically analysing trends relating to bullying, behaviour, exclusions and

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What does the school need to do to improve further?

attendance and using this data to inform self-evaluation processes ensuring all governors and senior leaders undertake child protection and safeguarding training to help them fulfil their monitoring roles more effectively.

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Outcomes for individuals and groups of pupils 3

Students join the school with broadly average levels of attainment but the school draws a high number of students who are more able. Students' outcomes have been below national averages over the previous three years with the vast majority of students making inadequate progress. In 2010 the school successfully tackled these weaknesses and this resulted in satisfactory progress for the large majority of students, but with some variation between genders and abilities. Students with a statement of special educational needs achieve better than those with less severe behavioural, emotional and social difficulties and dyslexia. While the school's own data suggest continuing improvement for current Year 11 students, inspectors observed variability in learning, progress and the standard of work in students' books during lessons. Standards of some students' written work, especially those of lower ability, are not reflective of their potential, especially in terms of presentation and layout.

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Outcomes for individuals and groups of pupils 3

The school does not have a literacy strategy that effectively addresses common 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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Outcomes for individuals and groups of pupils 3

weaknesses in spelling, grammar and punctuation, across all subjects and year groups, including in the sixth form. Owing to weak written and oral skills, a number of students do not demonstrate the necessary skills for the world of work. However, a high number of students exhibit strong computing skills. In the best lessons observed in English and history, students are responsive to challenge through well-structured paired or group tasks, actively contribute to discussions and provide mature responses, visibly enjoying their work. In some mathematics lessons, a significant minority of students are not achieving their potential because of low levels of challenge or inappropriate pace and activities. Students report that the school is a safe environment. They have a satisfactory awareness of healthy lifestyles, although the school has not monitored participation in sporting activities by student grouping. Students' spiritual and moral awareness is better than their

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Outcomes for individuals and groups of pupils 3

cultural and social development because there are limited opportunities in lessons for students to improve the latter. Exclusions and persistent absences have reduced since the last inspection. Students report that they wish to be more proactive in shaping school activities and contributing to their local communities. In response, the school is reviewing students' roles and responsibilities, to enable a greater number across the school to be involved, thus building on the good practice already in place. For instance, Year 10 students work effectively with younger pupils as mentors and as 'buddy readers'. Students' punctuality and attendance are satisfactory.

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Outcomes for individuals and groups of pupils 3

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 3

Pupils' achievement and the extent to which they enjoy their learning 3

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Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attainment¹

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Outcomes for individuals and groups of pupils 3

The quality of pupils' learning and their progress 3

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Outcomes for individuals and groups of pupils 3

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

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Outcomes for individuals and groups of pupils 3

The extent to which pupils adopt healthy lifestyles 3

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Outcomes for individuals and groups of pupils 3

The extent to which pupils contribute to the school and wider community 3

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Outcomes for individuals and groups of pupils 3

The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

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Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 3

The extent of pupils' spiritual, moral, social and cultural development 3

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Outcomes for individuals and groups of pupils 3

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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Outcomes for individuals and groups of pupils 3

is low 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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How effective is the provision?

Most teachers demonstrate strong subject knowledge and, in the best lessons observed by inspectors, use this effectively to inspire learning. In an information and communication technology lesson, students were skilfully guided to understand and apply their knowledge to design a website. Explanations are clear and a range of resources are used well. In a history lesson and an art lesson, high expectations of students, clear learning objectives and effective use of peer- and self-assessment by the teacher encouraged good levels of progress. However, even within subjects, there is significant variation. In certain subjects, especially in some science, English and mathematics lessons, teachers and support staff do not consistently plan lesson activities, tasks and pace of lesson in line with the wide range of students' needs. This results in too much teacher input and whole-class activities for long periods of time. In these instances, too few students respond to questions or

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How effective is the provision?

participate in discussions, and a minority of students waste time in social chatter. Too little use is made of assessment activities to check students' learning before moving on to the next activity or input. The marking of students' work is of inconsistent quality across subjects. Even where marking is helpfully detailed, teachers do not consistently ensure that students redraft work as necessary. Little targeted work is in place that ensures students know how to improve against their learning objectives. Pastoral support is mainly good, although there is too much variability in the academic support offered to students through teaching assistants. The range of qualifications offered has enabled a small number of Year 11 students following an effective vocational programme at the local college to gain good outcomes. Suitable accreditations for students with learning difficulties are in place. The work-related

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How effective is the provision?

learning curriculum is gradually encouraging greater understanding in economic and business. However, cross-curricular links that guide students to transfer their knowledge and skills to everyday contexts and to go beyond the examination or text book are underdeveloped. An increasing number of extra- curricular activities and clubs are available at lunchtimes and after school and this is valued by students. The school's specialist computing status has led to effective partnerships with local primary schools and the establishment of family learning classes, with relatively fewer developments in place for mathematics.

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How effective is the provision?

These are the grades for the quality of provision

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How effective is the provision?

Taking into account: The use of assessment to support learning

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How effective is the provision?

The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

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How effective is the provision?

The effectiveness of care, guidance and support 3 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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How effective are leadership and management?

The headteacher has worked successfully to transform the learning culture of the school for students and staff. This development is highly valued by staff, students, parents and the governing body. Delegated leadership and management and greater staff accountability, although an aspiration for the school, are still emerging. However, through good professional development, middle managers are developing into a more cohesive team. There is greater emphasis on analysis of performance data by senior and middle managers to ensure support for individual underachieving students. The school has recognised that there is insufficient focus at present, despite student gender variations, on interrogating performance data to structure interventions, in line with its equalities policy. Although the school monitors racist incidents, the monitoring of incidents of bullying is less rigorous. Self-evaluation at whole-school level is sharply self-critical and plans fully reflect

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How effective are leadership and management?

the need to raise attainment across subjects and year groups. Departmental plans are more variable in quality and some have limited analysis of learning and progress, work samples or discussions with staff and students. The monitoring of the quality of teaching and learning by the senior and middle leadership team is still developing, but that observed by inspectors was rigorous. This has clearly contributed to raising staff expectations and successfully raising attainment in 2010. However, the school's internal lesson observations are not always focused on learning and whether all groups of students make the progress of which they are capable. Good opportunities for staff to share good practice in teaching and assessment are still at an early stage, which is one explanation of the hitherto uneven quality of teaching. Support provided by the governors is satisfactory, but the governing body has not

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How effective are leadership and management?

challenged the school sufficiently about its policies and monitoring procedures regarding safeguarding and behaviour issues. Safeguarding procedures are sufficient to ensure students' safety; there are minor administrative lapses in risk assessments, detailed recording and follow-through of procedures. The school inherited a financial deficit and a recovery plan is in the process of being established; but, in view of the recent much- improved attainment and rising rolls, the school gives satisfactory value for money. An area that the school has found challenging has been communicating to parents and carers the changes taking place and the impact of these on their children. The school's focus on community activities and partnerships is still developing under the new headteacher, who has clear aspirations for a more cohesive learning community and is implementing effective plans that promote engagement with local groups and

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How effective are leadership and management?

communities. 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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How effective are leadership and management?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

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How effective are leadership and management?

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

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How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

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How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 3

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 3

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How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

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How effective are leadership and management?

The effectiveness of safeguarding procedures 3

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 3

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 3

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Sixth form

Leadership and management of the sixth form are good and the capacity to improve is good. Following the last inspection, self-evaluation rigorously identified the full extent of its weaknesses and the senior leader took timely action to address these. Robust monitoring of performance data, students' attendance, and quality of teaching has had a positive impact on students' learning experiences and outcomes. In addition, tracking and monitoring arrangements of students' progress are effective. Academic guidance is good, as students have good opportunities to review their personal learning targets and receive feedback on their progress through one-to-one tutorials, and these are highly valued. Outcomes are good. A-level, AS-level and vocational examinations standards are just above national averages and the numbers of students achieving high grades has improved year on year. National published data over three years indicate that students, who enter

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Sixth form

the sixth form with broadly average levels of GCSE attainment, are helped to make good progress. Although learning and progress are good in most lessons, a small minority of students do not make the progress they should across all subjects. In a few subjects, especially in business studies, a high number of students do not continue their studies from Year 12 to Year 13. Induction to the sixth form does not include a sufficiently detailed assessment of students' levels and skills and this is now being prioritised by the school. Overall, the quality of teaching and assessment is good, with less variation in the quality across subjects, than in the rest of the school. Students observed in lessons demonstrated a sense of self-direction and ambition and most enjoyed their learning. The school has provided levels of qualifications that best serve all its students, especially the minority that enter with low levels of GCSE attainment. These are enabled to make a

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Sixth form

successful transition to further education or employment. 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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Sixth form

Overall effectiveness of the sixth form 2

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Sixth form

Taking into account: Outcomes for students in the sixth form

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Sixth form

The quality of provision in the sixth form 2

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Sixth form

Leadership and management of the sixth form 2

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Views of parents and carers

The majority of parents and carers report very favourably on their satisfaction with the school, the satisfactory levels of students' healthy lifestyles and the academic support received by their children. A small number expressed a desire for more homework and more information on their children's progress. The school has been made aware of this. Some also expressed concerns at some disruptive behaviour in the school. Inspectors did not find evidence of significant behaviour problems.

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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 St Andrew's Catholic 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.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 134 completed questionnaires by the end of the on-site inspection. In total, there are 820 pupils registered at the school.

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Responses from parents and carers to Ofsted's questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 68 51 61 46 4 3 1 1 The school keeps my child safe 67 50 64 48 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 54 40 74 55 2 1 1 1

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Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 59 44 67 50 1 1 3 2

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 48 36 78 58 4 3 1 1

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Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 39 29 80 60 10 7 2 1

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Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 27 20 91 67 9 7 0 0

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Responses from parents and carers to Ofsted's questionnaire

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) 33 25 74 55 6 4 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 41 31 80 30 5 4 1 1

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 48 36 69 57 7 5 1 1

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Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 41 31 74 55 5 4 3 2

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 59 44 64 48 5 4 2 1

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Responses from parents and carers to Ofsted's questionnaire

Overall, I am happy with my child's experience at this school 62 46 65 49 3 2 2 1

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Responses from parents and carers to Ofsted's questionnaire

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 include 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 St Andrew's Catholic School, Leatherhead, KT22 7JP

Thank you for the warm welcome you gave us when we visited your school recently. We enjoyed being in your lessons, looking at your work and talking to you and we were impressed by how well behaved and polite you were. These were the main things we found out about your school.  St Andrew's Catholic School provides you with a satisfactory education. Most of you make satisfactory progress in your learning between Years 7 and 11. Since the arrival of your new headteacher and senior managers the standards you attain have improved and in 2010 Year 11 students attained slightly above average standards of work. The school is helping the current Year 11 students to make even better progress and attain higher grades.  The care, guidance and support you receive are satisfactory. The school is committed to increasing the external and internal responsibilities that you are involved in, to help you develop greater social and cultural awareness.

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Inspection of St Andrew's Catholic School, Leatherhead, KT22 7JP

 The school provides you with a curriculum that broadly meets your needs and helps you to improve your attainment, especially those of you who attend the college courses.  Those of you in the sixth form achieve good outcomes, owing to the good teaching, personal tutorials, which many of you told us you appreciate, and appropriate courses you follow. To help the school improve further, the school's leaders have agreed to ensure that:  all teachers consistently match lesson activities more closely to your abilities, involve all of you in your learning and give you precise feedback on how to improve  you are helped to produce better standards of work through additional support for presentation, spelling and grammar  they monitor safeguarding and behaviour even more closely. We would like you, too, to pay particular attention to your presentation of written work. We wish you all the best for your future.

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Inspection of St Andrew's Catholic School, Leatherhead, KT22 7JP

Meena Wood Her Majesty's Inspector out in the guidance 'Complaining about inspections', which is available from Ofsted's website: 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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