All Saints RC School

Unique Reference Number 121720 Local Authority York Inspection number 359077 Inspection dates 18–19 May 2011 Reporting inspector Wendy Ripley 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 Secondary School category Voluntary aided 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 1258 Of which, number on roll in the sixth form 312 Appropriate authority The governing body Chair Mr Peter Cannings Headteacher Mr Bill Scriven Date of previous school inspection 10 March 2008 School address Mill Mount Lane York North Yorkshire YO24 1BJ Telephone number 01904 647877 Fax number 01904 545220 Email address allsaints.school@york.gov.uk

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Age group 11–18 Inspection dates 18–19 May 2011 Inspection number 359077 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 one of Her Majesty's Inspectors and four additional inspectors. Inspectors observed teaching and learning in 26 lessons taught by 26 teachers, and met groups of students, staff, members of the governing body and the School Improvement Partner. They observed the school's work, and looked at the school's self- evaluation form, development plan and analysis of student data. Inspectors also looked at the 244 completed questionnaires received from parents and carers, and questionnaire responses from the students and staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  Current standards and the progress of students across the school.  Whether the quality of teaching and curriculum are good enough to bring about improving outcomes for students.  Whether the school leaders are driving improvement and demonstrating sufficient

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Information about the school

All Saints Roman Catholic School is a larger than average sized secondary school. The number of students attending the sixth form has increased by around 13% since the last inspection. Almost one quarter of the students start in the sixth form in Year 12 having completed their Year 11 studies elsewhere. Most students are of White British heritage. Fewer students than average are known to be eligible for free school meals. The proportion of students with special educational needs and/or disabilities is below the national average but has increased since the last inspection. Very few students have a statement of special educational needs. The school is a leadership partnership school and holds the Investors in People award. It has held high performing specialist school status since 2006, with specialisms in modern foreign languages and the performing arts. The school operates on two sites nearly a mile apart. The playing fields are a bus drive away.

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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

All Saints Roman Catholic School provides its students with a good all-round education. It has a number of outstanding features including the ways in which it promotes the students' spiritual, moral, social and cultural development and their workplace skills. This makes a very strong contribution to the students' personal development and their future economic well-being. Almost all students progress to further education, employment or training. Most parents are very strongly supportive of the school and have every confidence that their 'child will blossom because there is a caring ethos and staff go over and above what is required'. Students' attendance is above average. Their behaviour in lessons and around the school is good, as demonstrated by low exclusion rates. Students show great respect and understanding for others and feel very safe, secure in the knowledge that there is always someone they can go to should a problem arise. They report that bullying is rare

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Main findings

and any incidents are dealt with effectively. Students generally enter the school with standards that are above average. Their attainment at the end of Year 11 at age 16 is consistently above average when compared to national benchmarks; including those for modern foreign languages. Students' attainment at the end of Year 11 in 2009 and 2010, while remaining above average, dipped sharply when compared to previous years because students did not make the progress expected of them given their starting points. This dip in school performance can largely be accounted for by a curriculum that did not fully meet the needs of the students and an unusually high level of staff absence that affected some subjects and limited leadership capacity. These issues have now been fully resolved because school leaders and members of the governing body have taken strenuous steps to rectify them. The most recent internal data indicate that the declining trend has been reversed and

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Main findings

attainment at Key Stage 3 and Key Stage 4 has risen. Inspection evidence shows that the proportion of students making the expected levels of progress has improved rapidly. Consequently, most students are now making good progress overall, although some variations remain in the rates of progress students make. For instance, students are currently making much better progress in Key Stage 4 than they do in Key Stage 3. The good provision in the sixth form ensures most students achieve well in Key Stage 5 taking their individual starting points into account. Most students with special educational needs and/or disabilities are making similar progress to their peers and are currently on track to attain their individually challenging targets. The quality of teaching is good overall. Consequently, most students enjoy their learning and make good progress in the majority of lessons. There is a consistent approach to

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Main findings

lesson planning throughout the school. However, teachers are not always using the school's assessment and tracking information routinely to plan activities that are matched

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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

closely to students' individual learning needs and this contributes to the variations in the rates of progress students are currently making. The curriculum is good. It has been considerably enhanced since the last inspection affording many more opportunities to match the interests and abilities of students. These changes are already contributing to the better progress students are now making in Key Stage 3 and Key Stage 4. The headteacher and the governing body demonstrate an accurate and perceptive understanding of the strengths and weaknesses in the school. They have tackled previous underperformance with determination and rigour. The team of leaders and managers has been restructured and extended, resulting in clearer lines of accountability and improved assessment and tracking systems in the main school. In the sixth form, however, strategic leadership is not as effective, plans for further development and monitoring and tracking

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

systems are less clear. Consequently, while outcomes for sixth form students are good, the rate of innovation and improvement is lagging behind that currently seen in the main school. This is partly because the school has rightly concentrated the majority of its efforts over the past two years on accelerating students' progress in the main school. The headteacher consults widely. Staff appreciate this enormously and as a result, make highly effective contributions to the school's self-evaluation and development activities such as 'planning for success', the school's sharply focused improvement plan. Middle leadership is a significant strength. The school's specialist status has been used very effectively. For example, to underpin the outstanding ways in which the school promotes community cohesion locally and in the wider world. The school demonstrates it has good capacity for sustained improvement and provides good value for money.

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What does the school need to do to improve further?

 Ensure all students make consistently good or better progress by: reducing variations in performance ensuring the school's assessment and tracking information is used with consistent effectiveness to plan classroom activities that are more closely matched to individual learning needs and effectively challenge students whatever their ability.  Review the provision and improve the strategic leadership of the sixth form by: including students and other stakeholders in the review process sharpening development planning strengthening monitoring, tracking and evaluation systems and using the information generated more effectively ensuring all actions have the maximum impact on outcomes for students.

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Outcomes for individuals and groups of pupils 2

Students are courteous and polite to adults and each other. The high quality and warmth of relationships throughout the school establish an effective climate for learning and create an optimistic environment in which almost all students are happy and look forward to coming to school. Students generally apply themselves to tasks diligently. They are very used to working independently and in groups and are frequently involved in assessing their own work and that of their peers, for example, in art and design technology.

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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

By the time students leave the school they are well equipped with a broad range of skills which makes an extremely strong contribution to their all-round development. A good range of sporting and fitness-related activities support students' good knowledge and understanding of how to lead healthy lifestyles. Students have an outstanding awareness of how to keep themselves safe in a wide range of situations and take great care of each other, for example when moving between sites. Students are provided with excellent opportunities to experience and reflect on new and unfamiliar concepts and ideas and to value different cultures, views and opinions. Students particularly appreciate the efforts staff make to broaden their experience through the wide range of extra-curricular activities on offer. Students are regularly consulted and influence decisions about school life. They make a strong contribution to the local community. For instance, as peer leaders for younger

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

students, sports leaders and language champions in local primary schools and work with local charities and care homes through the 'V' volunteer programme. Many students go to great lengths to support others less fortunate than themselves. For example, they raise considerable sums linked to local community interests, and accompany those suffering from ill-health on pilgrimage to Lourdes. Students are looking forward to receiving their peers from one of their partner schools in Kitangari, Tanzania, later this year. Students report being well informed about their future career options and the world of work. This, alongside the students' good levels of literacy, numeracy, and information and communication technology skills ensures that their development of workplaces skills is outstanding. This is borne out by high progression rates into further learning and education.

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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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1

Taking into account: Pupils' attendance¹

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

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

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How effective is the provision?

Inspectors agree with the school's records of lesson observations, showing that the quality of the majority of lessons is good or better. Teachers have secure knowledge of their subjects. The best lessons are well planned, and carefully managed to include all learners and use any support assistants wisely. A good variety of tasks is incorporated to capture students' interest and make learning relevant. There is a brisk pace and good quality questioning that challenges students and stimulates their thinking and creativity. In these lessons students respond quickly to staff and apply themselves well to learning. The presentation of students' work is mostly good. Students' work is generally marked regularly and rigorously. The quality of teachers' feedback during lessons and in books is good overall, although the school is aware that there is some variation and has strategies in place to tackle this. The curriculum is good, having been broadened so that it now matches the needs and

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How effective is the provision?

interests of students more closely. This has been achieved through the introduction of vocational courses and additional subjects. Some of these are delivered by other educational establishments as a result of the strong partnerships the school has forged with them. Every student studies a modern foreign language and the specialist subjects have been instrumental in driving forward themed days and cross-curricular projects. All students are supported and cared for well. The school's services for special educational needs and/or disabilities that includes the Emmaus centre, provides good personalised

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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

learning and support. This ensures that students finding learning difficult for whatever reason receive carefully tailored individualised support that helps keep them on track. Transition arrangements and the guidance given at key points of a student's education 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 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Leadership and management are strong and effective. The headteacher provides a clear sense of direction and vision. Planning is well considered and carefully implemented. Actions are regularly monitored and evaluated. Resources are deployed effectively. The creation of the extended senior leadership team through the addition of middle leaders has played a crucial role in tackling the challenges the school has faced. These departmental and subject heads and year leaders are systematically monitoring performance and driving forward the school's improvement strategies. They regularly undertake scrutinies of the standards of students' work, lesson observations and 'learning walks' in other departments in order to learn from and share good practice as well as raise standards. The leadership team is ably supported by a governing body whose members are very active, extremely well informed and not afraid to question and challenge school

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How effective are leadership and management?

leaders if they feel it is necessary. They take their responsibilities very seriously and give of their professional skills and knowledge willingly. The staff as a whole form a cheerful, motivated and cohesive team and are eager to develop their skills and abilities further. They routinely share expertise and ideas and participate in a range of professional training and development activities which are well matched to the school's improvement plan. Safeguarding procedures meet current requirements and are regularly updated. Risk assessments and health and safety audits are robust and the subject of regular review. Effective work to promote equalities is illustrated by the way pupils with special educational needs and/or disabilities are fully included in the life of the school, and their good achievement as a result. Strong links have been forged with partners and other agencies to enhance provision and meet the students' needs. The school makes very well-

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How effective are leadership and management?

considered and conscientious contributions to community cohesion locally, nationally and internationally. The specialist college status provides many beneficial effects in broadening opportunities for students and improving resources.

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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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2

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

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Sixth form

The sixth form provides a warm welcome for students who join it from a range of other schools. It is very inclusive, accepting students with a broad range of prior attainment. The good provision ensures most students achieve well from their individual starting points, although attainment in some subjects is better than it is in others. It provides ample opportunities for students to become mature and confident individuals who play an active role in the life of the school and beyond. For example, mentoring younger students and completing the Duke of Edinburgh Gold award. The support students receive both in terms of their academic guidance and their personal development is good. This enables them to make suitable choices and, consequently, the proportion of students progressing into further learning or employment is very high. The majority of teaching observed by inspectors in the sixth form was good or

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Sixth form

outstanding. The leadership and management of the sixth form are satisfactory. Strategies and actions are not always precise enough or reviewed and evaluated as rigorously as they need to be in order to achieve further improvement.

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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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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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Views of parents and carers

Inspectors received responses from around 19% of parents and carers. Most were extremely positive about the quality of education and care their children receive. Several parents and carers took the opportunity to provide additional comments highlighting particular strengths and to explain how their children had been helped to enjoy their time at school. A very small minority of parents and carers indicated that they had concerns. While maintaining confidentiality, the lead inspector discussed these concerns with senior leaders in order that they may address them and report back to parents and carers, students and staff. Inspectors' discussions with students and their questionnaire responses confirm that most students believe behaviour is good and do not perceive bullying to be an issue. Students report that they feel very safe and the very large majority strongly agree their school is well led; it cares about them and helps them to prepare for the

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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 All Saints RC 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 244 completed questionnaires by the end of the on-site inspection. In total, there are 1258 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 102 42 133 55 5 2 3 1 The school keeps my child safe 114 47 123 50 5 2 1 0

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Total % Total % Total % Total %

My school informs me about my child's progress 89 36 139 57 11 5 3 1

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Total % Total % Total % Total %

My child is making enough progress at this school 95 39 128 52 18 7 2 1

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Total % Total % Total % Total %

The teaching is good at this school 84 34 144 59 11 5 3 1

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Total % Total % Total % Total %

The school helps me to support my child's learning 64 26 147 60 29 12 1 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 57 23 152 62 26 11 3 1

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 83 34 136 56 12 5 5 2

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Total % Total % Total % Total %

The school meets my child's particular needs 82 34 135 55 24 10 2 1

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 87 36 125 51 19 8 5 2

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 58 24 140 57 30 12 4 2

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Total % Total % Total % Total %

The school is led and managed effectively 91 37 136 56 11 5 1 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 110 45 115 47 14 6 3 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 2010 to 31 December 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 2010/11 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 All Saints RC School, York, YO24 1BJ

Thank you for the very warm welcome you gave us when we came to inspect your school. We took full account of your views and those of your parents and carers who also completed questionnaires when we made our judgements. We found All Saints to be a good school with several outstanding aspects. You are taught well, generally enjoy your lessons and attain above average standards. Most of you make good progress in your learning. You feel very safe in school and your understanding of how to keep yourselves safe is outstanding. You are polite and courteous to adults and each other. Your good attendance and behaviour contributes well to your learning. You have a good and improving range of subjects you can choose to study between the ages of 11 and 16 and you really appreciate the extra activities staff provide for you. The care, guidance and support you receive are good. You make an outstanding contribution to the life of the

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Inspection of All Saints RC School, York, YO24 1BJ

school, the local community and beyond and enjoy doing this. You are prepared extremely well for life when you leave school. Almost everyone leaving Year 11 and Year 13 continues with their education/training or finds employment. School leaders have spent a lot of time and energy on improving provision and raising standards in the main school. This means that developments and improvements in the sixth form have not happened as quickly as they might have. To make All Saints even better we have asked the school's leaders to: ensure all students make consistently good or better progress by:  reducing variations in performance  ensuring activities in lessons are consistently planned to match your individual learning needs more closely and provide the right levels of challenge for each of you review the provision in the sixth form and as a result, take steps to improve it further. We have every confidence that you will continue to do well and will find ways to

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Inspection of All Saints RC School, York, YO24 1BJ

contribute to school developments and help the staff make the school even better. We wish you all very happy and successful futures.

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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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