St Bernadette Catholic Secondary School

St Bernadette Catholic Secondary School Inspection report

p.1

Unique Reference Number 109331 Local Authority Bristol City of Inspection number 356529 Inspection dates 19–20 January 2011 Reporting inspector Robert Pyner

p.1

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

p.1

Type of school Comprehensive School category Voluntary aided Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 748 Appropriate authority The governing body Chair Ruth Bowles Headteacher Basia McLaughlin Date of previous school inspection 8 May 2008 School address Fossedale Avenue Bristol BS14 9LS Telephone number 01173772050 Fax number 0117 3772054 Email address st.bernadette.s@bristol.gov.uk

p.1

Age group 11–16 Inspection dates 19–20 January 2011 Inspection number 356529 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.

p.1

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 123 4234, or email enquiries@ofsted.gov.uk .

p.2

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 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.2

Introduction

This inspection was carried out by one of Her Majesty's Inspectors and three additional inspectors. The inspectors visited 29 lessons and observed the same number of teachers. They held meetings with senior leaders, the Chair of the Governing Body, staff and groups of students. Inspectors observed the school's work, and looked at progress tracking and performance data, the school development plan, minutes of meetings of the governing body, students' work and numerous policies, guidelines, plans and reviews. The questionnaire responses from 325 parents, 92 students and 37 staff were also analysed. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How well different groups of students achieve and in particular boys, girls, middle and higher ability groups and those with learning difficulties.  The extent to which teaching and learning challenge and support learners and

p.3

Introduction

improve the achievement of all students.  How effectively the curriculum, including the specialist subjects, meets the needs and aspirations of all students.  The effectiveness of the governing body and senior and middle leaders in bringing about improvement.

p.3

Information about the school

St Bernadette Catholic Secondary School is smaller than the average comprehensive and serves the Catholic community of south and north east Bristol. Students transfer from six partner Catholic primary schools, although there are admissions from a further fifteen across the city. The majority of students are baptised into the Catholic faith. Around a quarter of them travel to and from the school by bus. Since February 2009, there have been five phases of building work at the school as part of the Building Schools for the Future initiative. The school is a specialist mathematics and computing college. The proportion of students known to be eligible for free school meals is lower than average. The percentage of students from ethnic minority groups is above average and those for whom English is an additional language is around the national figure. Students whose families come from Eastern Europe have significantly increased in the last few

p.3

Information about the school

years and this group currently makes up approximately 5% of the school roll. In total, the proportion of students with special needs and/or disabilities is below average; their needs include specific and moderate learning difficulties. The proportion with a statement of special educational needs is slightly above the national figure.

p.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

p.4

Main findings

St Bernadette Catholic Secondary School provides a satisfactory standard of education. The improving curriculum provides good quality opportunities for learners and the care, guidance and support provided for students are effective. Students and their parents appreciate the work of the staff to create a safe environment. The school is rightly proud of its work to develop a learning community based on faith and care for the individual. The result of this is an ethos which is inclusive, supporting the needs of vulnerable students well. In this endeavour the headteacher has worked hard to develop the balance of a caring Christian community with the continuing focus on raising achievement. The school has good systems of communication with parents and the number of questionnaires returned to the inspection team was significantly above average, with most supporting the work of the school. Developments in the curriculum have meant

p.4

Main findings

that a good range of opportunities are available to meet students' needs, particularly at Key Stage 4. This has, for example, improved the range of appropriate courses for students and predictions for examination outcomes this year show an increase compared to 2010. The school's specialism provides a broad range of opportunities for students in information and communication technology. All groups of students achieve satisfactorily. Standards over time have been broadly average but in 2010 there was a sharp decline, particularly in English and mathematics. During the last year the school suffered the disruption caused by major building work and staffing issues in both of these subjects which led to the school not meeting its targets. However, this year staffing is more stable and school tracking data show that it is in a better position to meet its challenging targets. Taking their starting points into

p.4

Main findings

consideration, boys and girls make satisfactory progress overall. Inspection evidence confirms that the high quality support for students with learning difficulties and/or disabilities means that they make good progress, and better than middle and higher ability groups. The school has worked to refine and develop monitoring systems to support learning. However, there is some variability in the use of these by leaders to develop planning, raise achievement, hold teachers to account for students' achievement and ensure consistently high-quality teaching and learning. Students are proud of their school. They are polite and friendly, and behave well. They readily discuss their work and generally have clear views about the support they receive and their positive experience of school. They told inspectors that they enjoy school and know staff care for them and will help them if they have problems or concerns.

p.4

Main findings

The quality of teaching is satisfactory overall but variable in quality across the school. There are some models of very effective teaching, but in other lessons the lack of pace and challenging activities matched to students' needs mean that progress slows. Marking is of variable quality. Inspectors did find a few examples, which provided students with a

p.4

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

p.5

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

clear idea of how well they were doing, but there was limited evidence of marking that gave students specific advice on what they needed to do to improve. The school is in a satisfactory position to accelerate development across all aspects of its work and therefore has satisfactory capacity to improve. This is because the headteacher, leaders and governors are determined to improve the achievement of all students, self- evaluation demonstrates a clear understanding of the school's strengths and weaknesses and monitoring systems are increasingly used centrally as an effective improvement driver.

p.5

What does the school need to do to improve further?

 Raise attainment and improve rates of progress across all subjects, but particularly English and mathematics, by: rigorously tracking all students' progress and intervening appropriately so that all ability groups make greater than expected progress, with the target that in English and mathematics this is at least greater than the national median developing further the programme of regular review and analysis by senior leaders of the progress made by individuals and key groups of students to ensure that middle leaders and teachers are held to account reporting on at each full governors' meeting, the analysis of the progress made by students, including key groups, so that the full governing body can hold senior leaders to account in a regular and systematic way.  Increase the proportion of good or better teaching to at least 80% by July 2011 by ensuring that teachers consistently: use teaching methods that provide pace, variety, interest and differentiation in

p.5

What does the school need to do to improve further?

the activities for students of all abilities to accelerate their progress use assessment information to plan challenging lessons that take account of prior attainment and the learning needs of individuals and groups, particularly middle and higher ability students ensure that marking is regular and engages students so that they know how well they are doing and what they need to do to improve.

p.5

Outcomes for individuals and groups of pupils 3

Up until 2010, examination results showed that students' attainment was broadly average. However, the results last year showed a considerable dip particularly in English and mathematics. Outcomes for information and communication technology have remained in line with national figures. Analysis of previous results and lesson observations shows that, although progress overall is satisfactory, this can be variable for groups of students, although it is better for those with special educational needs and/or disabilities. The school has refined its systems for tracking students' progress and made this information more accessible to teachers and support staff. Although its use is still too inconsistent both within and between subjects to be fully effective, the latest tracking data show improvement in the progress made by key groups of students compared with 2009/10.

p.5

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

p.6

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

Most students are keen to do well, respond thoughtfully to adults and other students in lessons and demonstrate good attitudes to learning and behaviour. Discussions with students show that they generally enjoy their lessons and appreciate the good relations found within the school. Attendance is above average. Students appreciate the opportunities to play a part in the organisation of the school. As one said, 'It makes us more rounded people.' Their moral, social and cultural development are good. Spiritual development is particularly strong; students have good self-awareness and are able to empathise with others regarding feelings. Elements of workplace place skills are developed well, such as team work and information and communication skills, but weaker literacy and numeracy skills mean that this aspect is satisfactory overall.

p.6

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

These are the grades for pupils' outcomes

p.6

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

Taking into account: Pupils' attainment¹

p.6

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

The quality of pupils' learning and their progress 3

p.6

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

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

p.6

3

Taking into account: Pupils' attendance¹

p.6

The extent of pupils' spiritual, moral, social and cultural development 2

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

p.6

How effective is the provision?

In effective lessons, teachers' secure subject knowledge and good relationships ensure a variety of approaches are used equally effectively. Activities may include paired and group work where students can discuss and test their own ideas seen, for example in a science lesson observed where Year 8 students were learning about fuels. Learning support assistants are used effectively to support students with special needs and accelerate their progress, for instance in a Spanish lesson observed with Year 9. Where teachers are less effective they take up too much time talking to the whole class. This means that students have less time to practise their understanding and skills and the pace of learning slows.

p.6

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

p.7

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

There are clear systems for tracking students' progress, but this information is not used sharply enough to ensure activities are differentiated and well matched to ability in order to provide challenging activities, particularly for some higher ability groups. An imaginative and developing curriculum reflects the successful efforts by the school to improve this aspect of its provision. The introduction of the pathways for Key Stage 4 students has meant greater opportunities for those who wish to follow vocational options. Students develop cross-curricular skills through regular curriculum enrichment days across subjects, such as the recent 'The Eduprentice' day with a focus on mathematics and information and communication technology. These opportunities are appreciated by students. Appropriate examination options have been developed for less-able students and the specialised curriculum supports the most vulnerable students well. The specialism in

p.7

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

information and communication technology supports learners well through accredited courses undertaken by all students. The students receive good care and key aspects of personal guidance and support are strengths of the school. The location of the learning support team together has been effective in developing tailored provision for students. The nurture group provision is a real strength, supporting students effectively to develop their literacy and numeracy skills and self-esteem. Despite students coming from a large number of primary schools, transition procedures are both thorough and sensitive to the needs of individuals.

p.7

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

These are the grades for the quality of provision

p.7

The quality of teaching 3

Taking into account: The use of assessment to support learning

p.7

How effective are leadership and management?

The headteacher has a calm, determined approach and students, staff and parents speak positively about the support she provides. She has been successful in recruiting a core of middle leaders who are knowledgeable, enthusiastic and committed to improvement. This group, together with the established team of senior leaders, can point to a number of initiatives which have been developed following self-evaluation procedures. The school is developing its evaluation procedures into a cohesive strand with a focus on raising achievement and recognises that it now needs to tackle the inconsistency and weaknesses in approach taken by some departments and subjects. Governors, too, are developing a more secure understanding of the strengths and weaknesses of the school. Recent changes to the governing body's committee structure mean that there is more continuity with school evaluation systems with the aim to provide more effective support and

p.7

How effective are leadership and management?

challenge. Partnership work has been effective in developing the expertise of teachers and middle leaders through structured courses.

p.7

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

p.8

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

The procedures to ensure the safeguarding of students are good. Policies, procedures and training are subject to regular review to ensure effective compliance with regulations. The school meets its duties to promote equality and tackle discrimination well and is a strong inclusive community. There are well-developed opportunities for students to contribute to the faith communities in Bristol. However, although there are links with Cafod regarding projects overseas, plans to promote engagement with a wider range of community groups beyond the school and community it serves are not yet firmly in place.

p.8

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

These are the grades for leadership and management

p.8

3

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

p.8

Views of parents and carers

There was large number of questionnaires returned to the inspection team from parents or carers, representing about half of the school roll. Most parents and carers are happy with their children's experience at the school. Responses show that parents and carers feel strongly that their children enjoy school and are safe and cared for, that they are informed about their child's progress and that teaching is good. Most parents also feel that the leadership and management of the school are effective. A few believe that the school is less effective in supporting students to development of a healthy lifestyle, dealing with unacceptable behaviour and taking account of their suggestions and concerns. The inspection team found no evidence during this inspection to substantiate these relatively negative views.

p.8

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Bernadette 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.

p.9

Responses from parents and carers to Ofsted's questionnaire

The inspection team received 325 completed questionnaires by the end of the on-site inspection. In total, there are 748 pupils registered at the school.

p.9

Total % Total % Total % Total %

My child enjoys school 111 34 186 57 17 5 6 2 The school keeps my child safe 128 39 185 57 7 2 3 1

p.9

Total % Total % Total % Total %

My school informs me about my child's progress 139 43 177 54 5 2 3 1

p.9

Total % Total % Total % Total %

My child is making enough progress at this school 108 33 186 57 23 7 1 0

p.9

Total % Total % Total % Total %

The teaching is good at this school 94 29 202 62 23 6 1 1

p.9

Total % Total % Total % Total %

The school helps me to support my child's learning 86 26 198 61 24 7 2 1

p.9

Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 78 24 194 60 33 10 5 2

p.9

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) 79 24 192 59 21 6 1 0

p.9

Total % Total % Total % Total %

The school meets my child's particular needs 88 27 199 61 16 5 5 2

p.9

Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 96 30 181 56 25 8 13 4

p.9

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 63 19 200 62 32 10 7 2

p.9

Total % Total % Total % Total %

The school is led and managed effectively 101 31 180 55 21 6 2 1

p.9

Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 126 39 169 52 13 4 5 2

p.9

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%.

p.9

Grade Judgement Description

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

p.10

Grade Judgement Description

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

p.10

Grade Judgement Description

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

p.10

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.

p.10

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 August 2010 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 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. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

p.10

Common terminology used by inspectors

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

p.11

Common terminology used by inspectors

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

p.11

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.

p.11

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.

p.11

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.

p.11

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.

p.11

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.

p.11

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.

p.11

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

main findings from the inspection of their school.

p.12

Inspection of St Bernadette Catholic Secondary School, Bristol BS14 9LS

Thank you for making the inspection team so welcome when we inspected your school recently. Special thanks go to the student guides who helped us find our way around and to those of you who completed the questionnaire; we found this very useful. We enjoyed talking to you and found what you had to say very informative and relevant. This letter is to tell you about our findings. St Bernadette Catholic Secondary School provides a satisfactory standard of education. We were impressed by your good behaviour and the quality of your relationships with adults and other students. Your attainment at the end of Year 11 is broadly average; the progress you make is also satisfactory but needs to be greater, particularly in English and mathematics. The opportunities you have through the specialist subject of information and communication technology are good. You are cared for and supported well and you told inspectors that you appreciate this. Teaching is satisfactory overall with some that is good

p.12

Inspection of St Bernadette Catholic Secondary School, Bristol BS14 9LS

and better. Your teachers provide you with a good curriculum that meets your interests and needs, and is improving through the pathways at Key Stage 4 and the curriculum enrichment days. The headteacher, senior staff and governors provide clear leadership. They recognise that there are always areas for improvement, and we have asked them to:  increase the progress that you make in your learning, particularly in English and mathematic  improve all teaching to that of the best at the school  improve the ways teachers, subject departments and the school as a whole are held to account for how well you are each doing. You too have an important part to play by continuing to work hard, making the most of the range of opportunities you have at school and attending regularly. I am sure that you will and wish you well for the future.

p.12

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

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

p.13