Bishop Challoner Boys' School

Bishop Challoner Catholic Collegiate Boys School Inspection report

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Unique Reference Number 133289 Local Authority Tower Hamlets Inspection number 360473 Inspection dates 9–10 February 2011 Reporting inspector Paul Metcalf

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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 Secondary School category Voluntary aided Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 611 Appropriate authority The governing body Chair Fr Peter Harris Headteacher Mrs Jackie Johnson Date of previous school inspection 27 February 2008 School address 352 Commercial Road London E1 0LB Telephone number 020 7791 9500 Fax number 020 7791 9589 Email address kevans@bishop.towerhamlets.sch.uk

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Age group 11–16 Inspection dates 9–10 February 2011 Inspection number 360473 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 123 4234, 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 123 4234 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 four additional inspectors. They observed 30 lessons taught by 30 teachers across all subjects and covering the full age and ability range. Meetings were held with staff, governors and students. Inspectors looked at a range of data and documentation, including the school improvement plan, school policies, assessment data, safeguarding documentation and governing body minutes. The responses to questionnaires completed by staff, students and 150 parents and carers were also analysed. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  Whether the quality of teaching is securing sufficient progress for all students across all subjects especially in English and mathematics.  Whether the curriculum meets all students' needs especially in terms of literacy, numeracy and the sport specialism.  How well care, guidance and support promote learning and personal development

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Introduction

for all students.  How effectively leaders at all levels are driving and securing improvement, and their capacity to sustain these improvements.

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Information about the school

This is a smaller than average 11 to 16 boys' school which is part of a federation with an 11 to 18 girls' school. The schools are on the same site and share a coeducational sixth form, also on the same site. The sixth form was part of the girls' school inspection which took place at the same time. The federation has a single governing body and an executive headteacher who took up post in September 2010. The schools share the same buildings, heads of faculties and teaching teams. The school has recently taken full occupation of new school buildings known as the 'The Learning Village', following a ten-year building programme. The proportions of students from minority ethnic backgrounds and those whose first language is not English are significantly above national averages. Approximately one quarter of the students are from White British backgrounds, with high proportions of Black African, Black Caribbean and Bangladeshi students. The proportion of students with

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Information about the school

special educational needs and/or disabilities, including those with statements of special educational needs, is in line with national averages. The school has been recognised as a Healthy School and an International School, with quality marks in Study Support and Extended Services. The school became a specialist sports college in 2007.

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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

Bishop Challoner Catholic Collegiate Boys School is a good school, where students make good progress and attainment is rising. The school has successfully managed a period of extended disruption, during which new buildings were being commissioned. Now, under the exceptional leadership of the executive headteacher, it is focused on further improving learning and raising students' achievement. In the short time since her appointment, there have been significant improvements in the quality of teaching and learning, the rigour of student tracking and the engagement of middle managers. Her realistic appraisal of the school has galvanised staff to focus more sharply on improvements such as rapidly improving the examination results in English. Effective care, guidance and support and well-targeted intervention strategies have enabled students to meet and exceed their targets. Students are polite, considerate and very hardworking. Questionnaires confirm that they

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Main findings

enjoy school and this is reflected in their high levels of attendance. They know how well they are doing and they are well prepared for their future. All groups of students, regardless of ethnicity or ability, make good progress and by the end of Year 11, attainment is above national averages. Results in national examinations have improved steadily over the last three years. GCSE results in 2010 were the school's best ever. The school's specialist status makes a significant contribution to students' strong performance in physical education (PE) and ensures that the majority adopt healthy lifestyles well. Teaching and learning are good overall. Teachers manage behaviour well, based on supportive relationships which encourage and enthuse students. In a few lessons, learning is held back because teachers do not ensure that students are given sufficient time to work independently, to learn in an active way or to talk about their findings. Good and

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Main findings

outstanding practice was observed in science and mathematics where students were challenged to apply their knowledge to new learning contexts and real-life situations. Occasionally, teachers do not use assessment information well enough to ensure that tasks set in lessons consistently offer sufficient challenge for higher-attaining students. The committed and dedicated headteacher has not shirked the difficult decisions needed to ensure the school continues on its journey of improvement. For example, she has been asked to restructure the senior leadership team across the federation to make it more responsive to the school's needs and she is also developing the leadership skills of middle managers who are increasingly playing an important role in driving improvements and securing more consistent achievement across both schools. Governors are well informed about the school and have plans to further increase their involvement and understanding.

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Main findings

Currently they do not engage fully enough with staff, students and parents and carers. They hold the school to account for weaknesses but do not rigorously evaluate the effectiveness of their policies and procedures. School self-evaluation is accurate and, most

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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

importantly, the school knows exactly what to do further to sustain its journey towards excellence. This, together with the successful action that leaders have taken to maintain the good outcomes at the last inspection and the strong rising trend in attainment, means that the capacity to improve further is good.

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What does the school need to do to improve further?

 Increase the proportion of good and outstanding teaching and learning in all year groups by: giving students more responsibility for their own learning in all lessons by encouraging them to be more active and inquisitive making consistently better use of assessment information to ensure that there is always sufficient challenge for higher attaining students.  Ensure governors evaluate the effectiveness of the implementation of statutory policies, hold leaders fully to account and engage more effectively with staff, students and parents.

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Outcomes for individuals and groups of pupils 2

Students' achievement is good and improving. There remains some variation in examination performance in different subjects, with particular successes in science and PE but weaknesses in English. Overall, attainment is above national averages, with strong evidence of recent improvement, especially in English. Students join the school with attainment that is just below average but improving each year. On the basis of their starting points, they make good progress. They show interest and enthusiasm for their subjects and make good progress in lessons, especially when they are given more responsibility for their own learning and when assessment information is used to ensure a sharper match of work to students' different abilities. The school works effectively to support students with special educational needs and/or disabilities, those new to learning English and those who enter the school with particularly low levels of attainment. Detailed

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Outcomes for individuals and groups of pupils 2

plans to support these groups, along with thoughtful deployment of learning assistants and timely interventions, ensure that they make similar progress to that of other students. Discussions with students and responses to questionnaires confirm that they enjoy school and feel safe. Exclusion rates are low and students' good behaviour makes a positive contribution to their learning. The school achieved Healthy School status in 2010 and students are aware of healthy eating and the consequences of different food and eating patterns. They participate enthusiastically in PE lessons and there is a large take up for extra-curricular sport, including coaching, refereeing and leadership roles. The school achieved International School status as a result of its work with schools abroad. Students are well prepared for their future economic well-being. They benefit from work experience and education programmes which prepare them well for their future lives. Their levels of

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Outcomes for individuals and groups of pupils 2

competency in numeracy and information and communication technology are good and strongly improving in literacy. Attendance rates are high. Students' spiritual, moral, social and cultural development is good and well supported through school assemblies, registration time and charity work.

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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 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

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

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2

Taking into account: Pupils' attendance¹

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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

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How effective is the provision?

Most teachers use their good subject knowledge to plan thoroughly and meet students' learning needs. Relationships are supportive, resources are appropriate and teachers use a range of strategies to engage students and build on their skills. In most lessons, students are actively involved in their learning and are given opportunities to develop their speaking and listening skills through paired and group work. In these lessons, teachers use questioning to explore answers and challenge their students. However, in a small number of lessons, students have limited opportunities to contribute or discover for themselves, as teacher-talk dominates the lesson. The school has set up more robust systems for tracking the progress of students and using early intervention to adjust and set targets which explain what students must do to improve and encourage them to do so. In a few lessons, teachers do not use assessment information well enough to challenge the more-able

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How effective is the provision?

students. The curriculum provides good breadth and balance, is relevant to the needs of individuals and groups of students, and promotes their good outcomes. The use of literacy across the curriculum was identified as an area for improvement and is now much more evident in all classes. However, the same attention has not yet been applied to speaking and listening skills to enable students to rehearse their ideas verbally before they commit them to paper. The school makes good use of its sport specialism to offer an extensive range of competitive and recreational activities which are available to the school and the

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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

community. The specialism supports students' awareness of sporting achievements and healthy lifestyles, with teams competing at borough, regional, national, and international levels. Care, guidance and support are good. Students' learning, personal development and well- being are monitored rigorously and their needs are met by well-targeted support. The school works closely with families and a range of agencies to sustain the academic and personal development of students facing challenging circumstances. As a result, behaviour and attendance have improved considerably and vulnerable students progress as well as their peers. The quality and accessibility of information, advice and guidance for students, including careers advice, are good and result in effective transition arrangements from primary to secondary school and from secondary to post-16 education, training and work.

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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?

The new executive headteacher has a clear and unwavering vision for her school. She is raising standards of attainment rapidly through what she describes as her 'unrelenting focus on standards' and her commitment to enabling all students to be 'the best they can be'. The school has set up more robust systems for tracking the progress of students and is using early intervention to adjust and set targets that are far more challenging or to provide additional help. This has done much to accelerate progress during the current year. The transfer of the school into new buildings and the sharing of teaching facilities and staff between the two schools of the federation have been managed very well. Senior leaders have played an important role in maintaining the good outcomes for students and middle leaders are becoming increasingly influential in driving improvements. The governing body is conscientious and committed to the school and the local community.

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How effective are leadership and management?

Members receive good information about school performance but do not evaluate the effectiveness of their policies and procedures rigorously enough. Equality of opportunity and eradicating discrimination are at the heart of the school's values, beliefs and actions so that outcomes for all groups of students, given their different starting points, are broadly similar, indicating that the school's commitment is translated into practice. Procedures for safeguarding students meet all statutory requirements, but with weaknesses in training and recording arrangements which have been quickly and resolutely addressed by the school. The school works well in partnership with external agencies and its partner school in the federation to secure extra support for those students who need it. Community cohesion is good and the school has worked very hard to provide an extended range of support strategies and links with schools locally,

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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

nationally and internationally, although the impact has not yet been evaluated fully to ensure that it is as effective as it could be.

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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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2

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

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Views of parents and carers

The Ofsted questionnaire was returned by a small minority of the school's parents and carers. Of those that responded, an overwhelming majority of responses were positive and supportive of the school. Almost all said that their child enjoyed school and agreed that the school kept them safe. Parents and carers said that teaching was good and that the school prepared students well for the future. A very small minority commented about unacceptable behaviour and a few felt that the school did not take sufficient account of their suggestions and concerns. Inspectors found that behaviour is managed well and there are good systems in place to seek the views of parents and carers. A very large majority of parents and carers said that the school was led and managed effectively.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of students registered at Bishop Challoner Catholic Collegiate Boys 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 150 completed questionnaires by the end of the on-site inspection. In total, there are 611 students registered at the school.

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Total % Total % Total % Total %

My child enjoys school 46 31 102 68 1 1 1 1 The school keeps my child safe 48 32 96 64 5 3 1 1

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Total % Total % Total % Total %

My school informs me about my child's progress 49 33 86 57 11 7 4 3

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Total % Total % Total % Total %

My child is making enough progress at this school 45 30 85 57 15 10 2 1

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Total % Total % Total % Total %

The teaching is good at this school 50 33 84 56 9 6 2 1

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Total % Total % Total % Total %

The school helps me to support my child's learning 46 31 80 53 18 12 3 2

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 39 26 89 59 14 9 4 3

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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) 42 28 91 61 8 5 2 1

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Total % Total % Total % Total %

The school meets my child's particular needs 39 26 88 59 10 7 4 3

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 52 35 72 48 19 13 5 3

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 25 17 96 64 19 13 2 1

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Total % Total % Total % Total %

The school is led and managed effectively 45 30 89 59 6 4 6 4

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 54 36 83 55 10 7 2 1

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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 August 2010 and are consistent with the latest published official statistics about maintained school inspec tion 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.

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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 Bishop Challoner Catholic Collegiate Boys School, London, E1 0LB

On behalf of the inspection team, I am writing to thank you for your warm welcome when we visited your school and to tell you about our findings during the inspection. We concluded that your school provides a good level of education. Examination results are improving and we were pleased to see the progress that you are making in your lessons and how well you understand what you need to do to improve. We were also pleased to note that your attendance is high. The quality of teaching and learning is good and improving. The care, guidance and support provided by the school are good overall. We were pleased to read your positive responses to the student questionnaire and to hear that you enjoy school and feel safe. We have asked your teachers to work closely with the executive headteacher to give you more responsibility for your own learning and encourage you to be more active and inquisitive in class. We have also asked teachers to make better use of assessment

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Inspection of Bishop Challoner Catholic Collegiate Boys School, London, E1 0LB

information. We want governors to seek the views of staff, students and parents as they improve the way they check the effectiveness of the school's policies and procedures. You can help by making sure you work hard to meet your targets and taking care over your work and presentation. Once again, thank you for your contribution to the inspection and very best wishes for your future success and happiness.

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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 .

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