Setting

Mr Paul Hughes St Joseph's Catholic College Ocotal Way Swindon SN3 3LR

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Special measures monitoring inspection of St Joseph's Catholic College

Following my visit with Charlotte Evers and Victor Chaffey, Additional inspectors, to your school on 26 and 27 February 2014, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the inspection findings. Thank you for the help you gave during the inspection and for the time you made available to discuss the actions which have been taken since the academy’s previous monitoring inspection.

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Special measures monitoring inspection of St Joseph's Catholic College

The inspection was the second monitoring inspection since the academy became subject to special measures following the inspection which took place in July 2013. The full list of the areas for improvement which were identified during that inspection is set out in the annex to this letter. The monitoring inspection report is attached.

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Special measures monitoring inspection of St Joseph's Catholic College

Having considered all the evidence I am of the opinion that at this time:

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Special measures monitoring inspection of St Joseph's Catholic College

The academy is making reasonable progress towards the removal of special measures.

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Special measures monitoring inspection of St Joseph's Catholic College

Having considered all the evidence I am of the opinion that the academy may appoint newly qualified teachers as long as I approve the plans to support them during their first year.

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Special measures monitoring inspection of St Joseph's Catholic College

This letter and monitoring inspection report will be published on the Ofsted website. I am copying this letter and the monitoring inspection report to the Secretary of State, the Chair of the Governing Body, the Education Funding Agency, the Director of Education for the Diocese of Clifton and the Director of Children’s Services for Swindon.

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Her Majesty’s Inspector

Tribal 1–4 Portland Square Bristol BS2 8RR T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 0117 3115307 Direct email : rachel.evans@tribalgroup.com

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place in July 2013

  Quickly eradicate all inadequate teaching and increase the amount of good teaching, by:

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place in July 2013

 ensuring that work set and the questions teachers ask engage students of all abilities   making sure that teachers know how to support students who speak English as an additional language, and that this knowledge is used effectively in lessons   ensuring that students’ books are marked regularly and thoroughly, improving the quality of marking, giving feedback to students on how to improve, and allowing them time to make improvements and complete their work to a high standard   making sure that all teachers use detailed information about students’ past achievements to set high expectations and carefully match work to students’ needs and abilities   sharing the good and outstanding teaching methods that exist in the college with all teachers so that all students benefit from them.    Raise standards throughout the college, particularly in English and mathematics, and ensure all students make progress which at least matches national expectations

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place in July 2013

at Key Stage 4, by:   ensuring teachers both use the college’s systems regularly to monitor students’ progress towards challenging targets and use this information effectively so that lessons meets the needs of all students   accelerating progress in Key Stage 3 so that students are well prepared for the challenges of GCSE work.    Improve the effectiveness of leadership, management and governance in driving up students’ achievement, by:

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place in July 2013

 sharpening how leaders and governors use information about students’ progress to check whether their actions to improve the school have worked, and to plan appropriate strategies to raise standards  ensuring the school’s improvement plans reflect a greater sense of urgency in tackling underperformance and clearly identify: who is responsible for monitoring specific actions and how this checking will be done; measurable targets against which progress can be tracked; specific deadlines for reaching these targets; the resources needed to support the college’s actions to raise standards; and what will happen if the targets are not met  evaluating how well the pupil premium and Year 7 catch-up funding is used to raise the standards of students who might not make the progress expected of them  setting specific, measurable targets with clear deadlines for teachers that enable leaders and governors to hold staff to account more effectively, and

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place in July 2013

carrying out a review of the sixth form to ensure the curriculum and teaching meet the needs of all students.   An external review of governance should be undertaken in order to assess how this aspect of leadership and management may be improved. 

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Evidence

During this inspection, inspectors observed 38 part-lessons, 23 of which were jointly observed with senior leaders. Inspectors also scrutinised documents and met with the Principal and other leaders, groups of pupils and representatives from the governing body. The main focus of this monitoring visit was to look at the academy’s work in improving the quality of teaching.

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Context

Since the previous monitoring visit, a new Chair of the Governing Body has been appointed. A deputy headteacher has been appointed for September 2014, which is intended to add capacity to the senior leadership team.

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Achievement of pupils at the school

Results from the 2013 GCSE examinations show significant improvement in outcomes for students when compared to 2012. The academy’s current information on students’ progress indicates improvement continuing across the academy this year.

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Achievement of pupils at the school

Year 11 students have already taken their GCSE examination in English. The results of these show that the proportion of students making and exceeding the progress expected of them is well above that for other students nationally. In mathematics, some students have taken their GCSE examination. The results for these students show some improvement from 2012 but they are not making as much progress as they do in English.

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Achievement of pupils at the school

In other subjects and year groups, including post-16, evidence from work seen in the majority of books indicates that students are making good progress. The level of challenge is usually high and above students’ target levels. This is also the case in lessons where work is challenging and provides opportunities for students to make good and better progress. In a minority of lessons, however, teachers provide work which does not challenge students sufficiently and this inhibits the progress they are able to make.

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Achievement of pupils at the school

Students are set aspirational targets for each subject. They are aware of these targets and understand their current level. These targets are used in lessons so that students can select the work they complete to ensure it is at least at their target level but, on some occasions, they select work at a higher level to challenge themselves.

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The quality of teaching

The quality of teaching has improved significantly since the school was deemed to require special measures. As a result of this, students are making better progress in lessons. Teachers have been well supported in developing their expertise through training sessions as a whole staff but also as individuals where necessary.

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The quality of teaching

Lessons are typified by strong relationships between teachers and students. Positive routines, centred on high expectations of behaviour and learning, have been established which allow lessons to proceed at an appropriate pace, maximising learning time.

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The quality of teaching

The most effective teaching is founded on teachers’ strong subject knowledge. This enables them to plan and confidently deliver learning opportunities which capture students’ interest and provide them with activities that challenge them and enable them to make at least good progress. Teachers’ assessment and questioning techniques are highly effective in assessing and probing students’ understanding and then deepening their learning. Students respond well in these lessons and show a great resilience and determination to succeed. For example, in a Year 10 mathematics lesson, students had studied angle facts and were attempting an examination question which was at a much higher level than their target levels. The teacher facilitated a high-quality discussion where students gave their ideas on how to solve the problem, drawing on their prior learning. Through skilled guidance from the teacher and determination from the students, they solved the problem and

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The quality of teaching

showed a real sense of excitement and satisfaction from their success.

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The quality of teaching

The academy has implemented a marking policy. After marking work, teachers provide students with a ‘how to improve’ (HTI) comment. This is aimed at providing students with the next key step in moving their learning forward. At its best, this marking is highly effective in enabling students to understand what level they have achieved and what they need to do to improve. Often, students are provided with another challenging task to enable them to demonstrate that they can work at a higher level. Students respond to this marking and are able to illustrate in their books how they have used this advice to improve their work.

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The quality of teaching

However, the quality of the HTI marking across the academy is inconsistent and too many teachers are not providing students with a clear indication of what they need to do to improve their learning. Some HTI comments are too simplistic; for example, ‘Use a pencil to draw diagrams’ and ‘Unfold your pages to be able to read all of your work.’ Too often, the HTI comments are aimed at improving presentation rather than improving students’ learning.

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Behaviour and safety of pupils

Students are typically polite and courteous around the academy and in lessons. Their positive attitudes to learning mean they work well as a class, within groups or on their own. They are often eager to participate in lessons and speak favourably about other students, their teachers and the academy.

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Behaviour and safety of pupils

Students indicate that they feel safe and that they have a good awareness of different types of bullying. They say that bullying is rare but, if it does happen, the academy deals with it quickly and effectively.

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Behaviour and safety of pupils

Attendance rates continue to be above average at the academy.

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The quality of leadership in and management of the school

The Principal has significantly raised expectations at the academy with regards to what students can achieve and to the quality of teaching. He demonstrates a determined attitude to ensure the academy becomes good or better as quickly as possible. He is being ably supported by senior leaders in bringing about rapid improvements and they share in the Principal’s high expectations.

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The quality of leadership in and management of the school

Senior leaders have developed effective processes of collecting information about students’ progress that work well and, as a result, they have an accurate understanding of the academy’s performance. This information is used to hold teachers to account for the achievement of their students and also to plan and monitor targeted support for students to raise their achievement further.

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The quality of leadership in and management of the school

The academy has a relentless focus on improving the quality of teaching. Teaching has improved considerably and this is now leading to raised achievement. Senior leaders monitor the quality of teaching effectively through formal lesson observations, short visits to lessons and scrutiny of students’ progress information. In the joint observations during the inspection, inspectors found the senior leaders’ judgements on the quality of teaching to be in agreement with their own.

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The quality of leadership in and management of the school

Processes to manage staff performance are closely linked to the quality of teaching and students’ achievement. These are ensuring staff are routinely held to account for their performance. The quality of marking is, though, still very inconsistent within each department. Associate leaders, staff responsible for subjects, are not ensuring the consistency and quality of marking within their departments. This aspect of teaching will be a focus for my next visit to ensure that it improves.

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The quality of leadership in and management of the school

The interim executive board (IEB), which is an extension to the governing body, and the governing body have a clear understanding of the strengths of the academy and of the areas that still require improvement. They are providing effective support and challenge to senior leaders. Members of the IEB have used their educational expertise to conduct subject reviews to monitor the progress the academy is making towards meeting its targets.

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External support

The academy is beginning to build up a network of external support. Much of this is at an early stage of development, or has yet to start, so the impact of these initiatives is not yet evident.

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External support

A link with an outstanding school has provided developmental work for all staff on teaching students with English as an additional language. Leaders with responsibility for special educational needs have also visited this school to observe their effective practice. These initiatives are resulting in improved outcomes for students who speak English as an additional language.

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External support

A local academy is about to commence working with some teachers over a short period of time to improve the quality of their teaching. As part of this programme, there are opportunities for these teachers to visit the academy to observe teaching and receive regular coaching support to identify their good practice and areas that need to develop further.

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