Our Lady's Catholic College

Our Lady’s Catholic College Morecambe Road, Lancaster, Lancashire, LA1 2RX

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Overall effectiveness

Previous inspection: Satisfactory 3 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Good 2

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Summary of key findings for parents and pupils

This is a good school.  Students’ achievement is good in almost all subjects especially in science, mathematics, English and sport. Achievement has improved significantly since the previous inspection.  Teaching is mostly good with some that is outstanding. Most lessons are demanding and purposeful and teachers expect a great deal of students. Students relish the challenge of pair and group work that encourages debate and problem solving. Staff are very supportive of different needs so that all groups of students make good progress.  Students are well-behaved, courteous and polite. They have mature attitudes towards their studies. They feel safe in college and are very well supported by staff.  Leaders and the governing body have rigorously pursued and successfully improved teaching, the curriculum, students’ behaviour and achievement. Staff across the college are strongly committed to the ambitions of leaders.

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Summary of key findings for parents and pupils

The focus on eliminating inadequate teaching and ensuring more good teaching has been effective. These improvements have taken place whilst maintaining a highly supportive and caring environment.  The sixth form is good and a strength of the college. Achievement is good and is particularly strong in A-level science subjects and mathematics. Teaching develops students as confident independent learners. Leadership sets high aspirations for staff and students and is highly supportive of individuals.

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It is not yet an outstanding school because

 There is not enough outstanding teaching and learning because inconsistencies remain in a few lessons and professional development is not yet focused tightly enough on improving teaching skills from good to outstanding.

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Information about this inspection

 The team observed 32 half-lessons and made further visits to lessons for shorter periods of time. Inspectors looked at students’ workbooks whilst in lessons and scrutinised a sample of students’ written work provided by the college that included work in mathematics, English, science and humanities.  Discussions were held with students, staff and members of the governing body. A telephone discussion was held with the college’s independent adviser.  Documents looked at included the college self-evaluation summary and the improvement plan.  Parents’ views were taken into account through the 28 responses to Ofsted’s on-line Parent View, a recent survey of parents carried out by the college and a small number of letters from parents written to the lead inspector.  Staff views were considered in their response to the Ofsted questionnaire.

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Inspection team

Gillian Salter-Smith, Lead inspector Additional inspector Jane Holmes Additional inspector James Kidd Additional inspector Chanan Tomlin Additional inspector

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Information about this school

 The college is average in size compared with other secondary schools.  The proportion of students known to be eligible for pupil premium is above the national average.  The proportion of students supported through college action is above the national average. There is an average proportion of students supported at school action plus or with a statement of special educational needs.  The proportion of students from minority ethnic backgrounds is below average.  The Education Youth Service provides alternative provision for a small number of students in Year 11. A group of Year 11 students takes part in off-site work-related activities every other week. These are organised by college staff through a variety of partnerships.  The college has specialist status for sport.  The college works in collaboration with three local schools to extend the sixth form provision.  The college meets current government floor standards, which set the minimum standards

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What does the school need to do to improve further?

 Improve the skills of teachers further so that even more lessons result in outstanding learning by:  ensuring that the level of challenge provided for more-able students is consistently high in every lesson and that they know what they must do to reach their challenging targets  encouraging students to use and develop communication and literacy skills to a greater depth in all lessons  increasing further the confidence of teachers to provide opportunities for students to become more active learners through participation in challenging pair and group work where they have to think carefully, work independently and solve problems  using professional development opportunities to focus more specifically on transforming good teaching into outstanding teaching and learning.

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Inspection judgements

The achievement of pupils is good  Students make good progress in most subjects and achieve well. Progress is securely good in English, mathematics and science and in sport and physical education, the college specialism. From attainment on entry that is below average, students make good progress and, based on 2011 validated results for students aged 16, reach above average attainment in science and average overall attainment in English and mathematics. The proportion of students who gained A* to C grades in English in 2011 was better than the national average but the proportion gaining the highest A*/A grades was not as strong.  Unvalidated examination results for students aged 16 in July 2012 have improved in most subjects compared with those for 2011 and progress and achievement are good for all groups of students. The proportion of students reaching the highest grades of A*/A has increased significantly in 2012 and since the previous inspection. Weaker subjects identified

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Inspection judgements

in 2011 have been tackled and results in 2012 show improvement in most subjects but not in all areas of design and technology.  The college tracks the progress of all groups and individuals very closely and well-targeted support is provided for those at risk of falling behind. In this way the principles and practice of equality of opportunity are well established. Funding for students known to be eligible for pupil premium is used effectively and the gap between these students and all students in the college is closing year-on-year.  Disabled students and those with special educational needs make good progress because staff know their needs well. Teachers and teaching assistants work together well to provide support that ensures students learn new skills and become more confident learners.  Students develop secure literacy, numeracy, and information and communication technology skills so that they are well prepared for the next stage of education. Those

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Inspection judgements

entering the college with weaker reading skills are targeted quickly and the good support, including for sixth form students, helps to accelerate their skills.  Students’ achievement in the sixth form is good. From below average attainment on entry students make good progress and reach average attainment in most subjects. Overall achievement in Year 13 is particularly strong, especially in sciences and mathematics. Progress in Year 12 is good overall, especially in vocational subjects. Following a dip in results at AS in 2011, the college has tackled a small number of weaker subjects and results in 2012 have improved.

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Inspection judgements

The quality of teaching is good  Teaching has improved significantly since the previous inspection and good teaching helps most students to make at least good progress. The college recognises the need to develop teachers’ skills further so that more teaching is outstanding.  Students enjoy learning because in most lessons there is a clear purpose, they take an active part in group work and pair work and tackle challenging tasks that match their needs well.  Teachers have high expectations of students, including more-able students. In an outstanding Year 9 English lesson, more-able students analysed the text of Animal Farm closely and worked on highly challenging tasks aimed at good GCSE grades. They relished the pace and challenge of the lesson.  Relationships between teachers and students are very supportive, based on mutual respect and a very high level of commitment from staff to support learning. Students appreciate the

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Inspection judgements

support that teachers give to them lesson-by-lesson but also when they need extra support outside lesson time to help them to catch up or understand difficult concepts.  Teachers have secure knowledge of their subject. They recognise students’ misconceptions and their good questioning helps students to rethink or consider problems more deeply. In most lessons learning moves on at a good pace. Healthy debate is encouraged in pair, group and classwork and students develop as confident communicators.  Assessment of progress is accurate and frequent and the college tracking systems help teachers to recognise when students are in danger of falling behind. Students are given clear targets for grades and levels so that they are well aware of what they are trying to attain. Students’ written work is usually marked reguarly and helpfully so that they know what they must improve. In the best practice students are expected to respond to the

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Inspection judgements

guidance and demonstrate how they have made improvements.  Teaching is held back from being outstanding because in occasional lessons the level of challenge provided for more-able students is not high enough and they do not always know what they must do to reach very challenging targets. In a few lessons there is not enough emphasis on developing students’ communication and literacy skills. A few staff are not fully confident in enabling students to participate in pair and group work where they have to think carefully, work independently and solve problems.  Teaching in the sixth form is good. Teachers’ subject knowledge is very secure. Staff plan challenging tasks and use questioning very skilfully to develop students’ thinking so that complexities become accessible. There are many opportunities for students to act as an extra learning resource for each other. These features were evident in the way the teacher

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Inspection judgements

led students through challenging mathematical problems in an outstanding lesson. Students tackled highly challenging problems collaboratively and with growing confidence as the teacher gave individual support and practical guidance.

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Inspection judgements

The behaviour and safety of pupils are good  Students’ behaviour and attitudes to learning have improved since the previous inspection. A revised policy for managing behaviour alongside improved teaching and a curriculum that enables students to follow their interests have all supported improvements.  Most students conduct themselves well and have no difficulty in rising to the high expectations the college expects. There is a strong mutual respect between staff and students and students are courteous and polite to visitors.  In most lessons, students behave well, are keen to learn and enjoy working with their fellow students on challenging tasks. Very occasionally, when lesson activities are less stimulating, students do not concentrate so well and their attention is easily diverted from the focus of the lesson.  Students feel very safe and secure in college. The curriculum provides them with a good

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Inspection judgements

understanding of how to stay safe in the wider world and they know about different types of bullying. Students say there is no bullying in the college and that they have confidence that staff will help sort out any problems they might face.  Students’ attendance has improved a great deal since the previous inspection and is now above average.  Students in the sixth form feel valued and have a very mature approach to study. They are proactive in their support for others in the main college, for example, leading assemblies and supporting students in improving their reading skills.  Case studies demonstrate how a few students with very specific social, behavioural and/or emotional needs have been very well supported by the college so that they have settled down well and learned how to manage their own learning and personal development and improve their academic progress.

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Inspection judgements

The leadership and management are good  The headteacher, senior leaders and the governing body are highly ambitious for the college and have pursued improvement relentlessly and effectively since the previous inspection. They have set high expectations of staff and are well supported by middle leaders. Accurate self-evaluation and tightly focused improvement planning have underpinned improvements in achievement, behaviour, attendance, the quality of teaching and the curriculum. The capacity to improve further is secure.  Improvements have been brought about within a highly supportive and caring environment where staff know individual students well and go that ‘extra mile’ to ensure that students have the help they need to become independent and successful learners.  The curriculum has been carefully developed to match students’ interests and needs and support their progress into the next stage of education.

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Inspection judgements

 Senior leaders are very clearly focused on and successful in improving teaching. Rigorous monitoring and evaluation of the performance of staff and well-focused professional development meet college and individual needs. These have supported considerable improvements in teaching.  As new arrangements for the appraisal of staff performance are introduced, there is even greater emphasis on the impact of teaching on students’ progress. The college recognises the need to move what is often good teaching on to the next level. However, there is not yet sufficient emphasis on this within the professional development activities of the college.  Sixth form leaders are closely focused on caring and supporting the progress and well-being of individual students. Leaders know what needs to be done and have clear plans to bring about further improvements. They lead by exemplifying at least good practice.  The local authority provides ‘light touch’ support for this college because leaders have the

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Inspection judgements

expertise and confidence to support improvements in teaching and learning across many areas of the curriculum.  The governance of the school:  is proactive and challenges the leadership of the college with rigour  takes its monitoring role seriously and spends time in the college finding out how the college works  is well-informed by senior leaders of the performance of the college overall and of the contribution of staff to its overall effectiveness  undertakes appropriate training to support its role in the strategic development of the college.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupil’s needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupil’s needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school

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Grade Judgement Description

is failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 119798 Local authority Lancashire Inspection number 401876

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School details

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

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School details

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 918 Of which, number on roll in sixth form 279 Appropriate authority The governing body Chair Frank Rycroft Headteacher Brendan Conboy Date of previous school inspection 23 September 2009 Telephone number 01524 66689 Fax number 01524 849441 Email address head@olcc.lancs.sch.uk guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

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. 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,

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School details

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

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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