Cardinal Pole Catholic School

Cardinal Pole Roman Catholic School Inspection report

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Unique Reference Number 100285 Local Authority Hackney Inspection number 354830 Inspection dates 8–9 March 2011 Reporting inspector Elizabeth Duffy

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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 Community Age range of pupils 11–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1007 Of which, number on roll in the sixth form 128 Appropriate authority The governing body Chair Mr Christopher Grace Headteacher Ms Katherine Hartigan Date of previous school inspection 9 January 2008 School address Kenworthy Road Hackney E9 5RB Telephone number 02089855150 Fax number 020 85337325 Email address enquiries@cardinalpole.co.uk

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Age group 11–19 Inspection dates 8–9 March 2011 Inspection number 354830 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 five additional inspectors. They observed 30 lessons taught by 30 teachers covering the full age and ability range. Meetings were held with the staff, governors and students. The inspectors looked at a wide range of data and documentation, including the school improvement plan, school policies, assessment data and minutes of governing body meetings. The responses to questionnaires completed by staff, students and 91 parents and carers 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 high is the attainment and progress of all students?  What is the quality of teaching and how well do teachers use assessment and marking?  How effective are leaders in driving and securing improvement?How effective are leaders in driving and securing improvement?

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Information about the school

Cardinal Pole Roman Catholic School is an average sized comprehensive school with a small sixth form. A large majority of students are of Black Caribbean or Black African heritage. Almost half of the student population speaks English as an additional language. Most students are fluent speakers with a few who are in the early stages of learning to speak English. The proportion of students with special educational needs and/or disabilities, including those with statements of special educational needs, is in line with the national average. The upper school, Years 9 to 11, is based at the site on Kenworthy Road and the lower school, Years 7 and 8, is based at the site on Victoria Park Road. The school is moving to a single new building in 2012. The school has recently received the Healthy Schools award.

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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

Students receive a satisfactory education at Cardinal Pole Roman Catholic School. Attainment dipped in 2010 and particularly so in science, which affected the overall performance of the school. Attainment is below the national average The majority of students enter the school with attainment which is below the national average but make at least satisfactory progress in most subjects and exceptional progress in English. Students who enter Year 7 with special educational needs and/or disabilities make rapid progress in literacy due to the highly effective support they receive. Overall, students with special educational needs and/or disabilities make satisfactory progress. The headteacher and the leadership team are focused upon improving the achievement of students, as well as the curriculum provision for students, which at present are satisfactory. Leadership recognises that there is still work to do in order to strengthen the use of school

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Main findings

assessment and data systems in order to provide academic support and teaching more suited to students' needs. The quality of marking is variable throughout the school. Evaluation and strategic planning are areas for improvement in the sixth form. A reorganisation of the science department, a broadening of access to science courses and a sharper focus upon the quality of teaching are starting to have impact. The improvements brought about by these initiatives, together with the recent improvements in attendance, which is now above average, and the improving academic performance of students of Black African heritage, demonstrate that the school has a sound capacity to sustain improvement. School self-evaluation is satisfactory. The quality of teaching is satisfactory in the main school and good in the sixth form. In the best lessons teachers let students talk in pairs or groups to reinforce understanding,

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Main findings

provide a range of tasks for students according to their needs and enthuse the students with their passion for their subject. In the less effective lessons the pace slows, expectations of what students can achieve in the time given are low and the same work is given to all students regardless of their ability. 'Energising abilities' is the school's motto and this is reflected in the energetic approach of the school's staff who succeed in providing a safe and caring environment for their students. One student commented: 'School is a safe place, outside isn't, but all that is left behind at the school gate.' Cardinal Pole students are confident and happy with their school. They appreciate that their well-being is at the heart of the school's work. Provision in this area is good. Key strengths are students' spiritual awareness and their celebration of the cultural diversity that is represented in the school. A high exclusion rate is a product

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Main findings

of staff's insistence on high levels of safety and high expectations of behaviour in a school with a local context which has its challenges. Although some exemplary behaviour was seen during the inspection, not all students meet this ideal. However, behaviour overall is satisfactory.

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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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What does the school need to do to improve further?

 Improve the use of data and assessment in order to ensure: lesson activities are matched to the needs of all students greater consistency in the quality of marking sharper tracking of progress a clearer overview of attainment and progress.  Reduce the variability of teaching quality so that all groups of students make expected if not better progress.  Build on the current improvement programme in science to raise achievement by: higher expectations in lessons improving the quality of learning ensuring appropriate access to courses and opportunities to extend learning.ensuring appropriate access to courses and opportunities to extend learning.

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Outcomes for individuals and groups of pupils 3

Low results in science and the below average performance of a challenging group of students of Black African heritage across some subjects led to a fall in attainment in 2010. Attainment was below average compared to the previous year, which was in line. Performance in science is improving with the current Year 10 making rapid progress with the new specification which has been introduced. Timely intervention in the upper school has ensured that students of Black African heritage are now progressing in line with their peers. The few students who are in the early stages of learning English make good progress. Further evidence of improvement in 2011 is supported by lesson observation. Students who have special educational needs and/or disabilities perform in line with their peers. Overall, students make satisfactory progress. The students confirm that they feel safe in and around the school and that any incidents

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Outcomes for individuals and groups of pupils 3

of bullying and harassment are dealt with effectively. Where students are engaged in lessons and enjoy their learning, behaviour is good. In the less effective lessons, students are easily distracted by their peers. The school is working hard to improve the satisfactory behaviour in the cramped corridors of the upper school. Exclusions have remained high over time. Students benefit from a range of healthy food in the canteen and numbers participating in sporting activities are high. Students' contribution to the school and wider community is satisfactory. The School Council is in its early stages of development and the split site makes it difficult for older students to contribute to the learning of the younger students. Limitations with leadership roles and a satisfactory understanding by students of the opportunities available to them result in satisfactory development of workplace and other skills, which in turn contribute to

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Outcomes for individuals and groups of pupils 3

The students' spiritual, moral, social and cultural development is good. Key strengths in this area are students' appreciation of the different ethnic backgrounds represented in 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 and their ability to embrace new experiences which broaden their understanding. Due to the nature of the exclusions some students do not demonstrate the moral values advocated by the school.

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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 3

Taking into account: Pupils' attainment¹

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

The quality of pupils' learning and their progress 3

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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

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3

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?

Overall teaching is satisfactory but there is much variability in quality. During the time of the inspection an outstanding art lesson used self- and peer-assessment effectively and in the good lessons observed students enjoyed good relationships with their teachers and benefited from the opportunity to exchange ideas. In these lessons there was a good pace to the learning due to considered planning. In the less effective lessons the pace slows, there is extensive use of teacher-talk and students are not challenged appropriately for their abilities. Students with special educational needs and/or disabilities benefit from good support provided by the learning support assistants. Students know their targets and their next steps for improvement but written guidance in exercise books is not always precise enough to be helpful. The curriculum is satisfactory. There are a variety of pathways for students in the upper

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How effective is the provision?

school and the limited access to appropriate science courses is being addressed. The curriculum in the lower school lacks imaginative and effective opportunities for learning; for example, personal learning and thinking skills have not been developed through the curriculum. Extra-curricular provision is strong. During the inspection gifted students in

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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

English enjoyed a poetry morning in the library with an outside speaker. 'Poetry is how writers sing without singing' and 'Poetry is a weapon' (comments from students) demonstrate that such opportunities can contribute to deeper thinking if used effectively. Excellent individual attention and care are given to students. There are striking examples of where the school has helped vulnerable students to overcome their difficulties. The heads of learning do much to ensure the reintegration of students who are removed from lessons. Less effective is the academic support to improve achievement and the transition arrangements from lower school to upper school. Overall, care, guidance and support are good.

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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 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Leadership and management are satisfactory. The school is recovering from a shortage of staffing and leadership in science. Curriculum management is stronger in some subjects than others but evaluation of the quality of lessons and of students' work is improving. Inspectors endorse senior leaders' views that the current data and tracking system needs improvement. In particular, a more accurate model for tracking progression in the lower school is a priority. There has been insufficient training for individual members of teaching staff in interpreting data and using assessments to inform the planning of lessons. The school enjoys a good relationship with parents and carers and has a very clear understanding of its own religious heritage within the local community. It makes a good contribution to community cohesion and good use of its international links. For example, the school has developed links with schools in Rome, Israel and Argentina and is involved

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How effective are leadership and management?

with a community project in South Africa. Partnerships set up at the time of gaining specialist status in science are still in place with primary schools, Imperial College and with an Italian school but partnerships are not as well developed to support work-related learning. The promotion of equal opportunities is satisfactory but improving. Equality of access to certain courses in the upper school, for example, is being addressed and the school makes every effort to tackle any potential discrimination based on race. Governors are very supportive of the school and monitor its performance appropriately. There are effective procedures for safeguarding students and risk assessment; records are comprehensive and staff have been appropriately trained. Financial management is secure and the school gives satisfactory value for money.

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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 leadership and management

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3

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

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Sixth form

Outcomes in the sixth form are good and attainment is in line with national averages. Students make good progress across most of their subjects. Progress is particularly high in the vocational courses. Students make the least progress in chemistry, geography and physics. The previous inspection recommendation of improving independent learning has been addressed, with greater availability of online resources and guidance through the school's virtual learning environment. The impact of good teaching is evident through the sixth form. Good lessons (which are in the majority) delivered in the sixth form are characterised by strong subject knowledge, high expectations, close reference to examination grade criteria, probing questioning and a positive learning ethos. Less effective lessons do not reinforce key ideas and the connecting of ideas is usually made by the teacher. The curriculum broadly matches the

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Sixth form

abilities of the students but does not cater for all needs and aspirations. For example, there is limited choice for practical subjects; physical education and design and technology are not available and provision for gifted and talented students is narrow. This aspect of provision is therefore only satisfactory. Students are very happy and value the close contact they have with their tutors. Care, guidance and support are good overall but contact with younger learners to develop their leadership and mentoring skills is not sufficiently well developed. Leadership and management are only satisfactory because the school does not use the data it has about the sixth form well enough to inform strategic planning. Evaluation of teaching and learning in the sixth form by sixth form leaders is also less perceptive than it needs to be if it is to maximise students' opportunities to progress successfully to higher education or

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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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Overall effectiveness of the sixth form 2

Taking into account: Outcomes for students in the sixth form

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Overall effectiveness of the sixth form 2

The quality of provision in the sixth form 2

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Overall effectiveness of the sixth form 2

Leadership and management of the sixth form 3

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Views of parents and carers

The Ofsted questionnaire was returned by a very small minority of parents and carers. Of those that responded, most parents and carers felt that their children were making enough progress, that the school deals effectively with behaviour and that their children were happy at school. Parents and carers confirmed that their children felt safe and the school helped their children to have a healthy lifestyle. A small minority of parents and carers who responded would like more support with their children's learning and for the school to take more account of parents' and carers' suggestions.

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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 Cardinal Pole Roman 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 91 completed questionnaires by the end of the on-site inspection. In total, there are 1007 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 20 22 57 63 7 8 4 4 The school keeps my child safe 29 32 54 59 4 4 2 2

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Total % Total % Total % Total %

My school informs me about my child's progress 34 37 45 49 9 10 3 3

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Total % Total % Total % Total %

My child is making enough progress at this school 24 26 55 60 7 8 4 4

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Total % Total % Total % Total %

The teaching is good at this school 23 25 54 59 7 8 2 2

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Total % Total % Total % Total %

The school helps me to support my child's learning 20 22 49 54 17 19 3 3

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 13 14 57 63 16 18 3 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) 24 26 57 63 5 5 2 2

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Total % Total % Total % Total %

The school meets my child's particular needs 16 18 61 67 10 11 2 2

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 220 22 58 64 6 7 5 5

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 15 16 52 57 19 21 2 2

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Total % Total % Total % Total %

The school is led and managed effectively 23 25 56 62 7 8 3 3

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 30 33 49 54 6 7 3 3

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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 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.

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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 Cardinal Pole Roman Catholic School, Hackney, E9 5RB

On behalf of the inspection team, I am writing to thank you for your warm welcome when we visited your school recently and to tell you about our findings during the inspection. We concluded that your school provides a satisfactory level of education. Examination results are low in comparison with national standards but some of you are rapidly improving in your performance. Some aspects of your school are good, for example the care and support you receive from your teachers. We saw plenty of you enjoying your lessons and we were pleased to hear that you are happy at school. Your headteacher has plans to improve the school further. We identified three things that should help her with this:  improve the use of assessment so that lesson activities are matched more closely to your needs.  reduce the variability of the quality of teaching so that you all make expected or better progress in all of your lessons.

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Inspection of Cardinal Pole Roman Catholic School, Hackney, E9 5RB

 raise achievement in science. We wish you all the very best for the future.

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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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