St Gregory's Catholic High School

Inspection of St Gregory’s Catholic High School Cromwell Avenue, Westbrook, Warrington, Cheshire WA5 1HG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement 26–27 November 2019

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What is it like to attend this school?

Pupils at St Gregory’s are happy, confident and welcoming to visitors. They like each other. There is a strong sense of community across the school. This reflects the school vision, ‘One family inspired to learn’. One pupil said: ‘We are cared about as individuals but, because everyone cares, that makes us all one.’

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What is it like to attend this school?

Pupils are safe in school. They say that there are many people that they can talk to if they have any worries or concerns. Bullying is not tolerated. Leaders and teachers deal quickly with any bullying incidents that occur.

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What is it like to attend this school?

Pupils enjoy their learning and work hard. They listen to each other and work well together. In most subjects, teachers have high expectations for pupils. However, in English, leaders do not have as high expectations for all pupils. Some pupils do not access a curriculum that has enough depth and breadth.

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What is it like to attend this school?

Pupils enjoy the extra-curricular activities that are on offer in the school. They enjoy a range of clubs, including performing arts and sports opportunities. They value the leadership opportunities that they can take part in. They help each other through the anti-bullying and mental health ambassadors.

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better?

The school has improved considerably since the last inspection. Leaders and governors have worked together with other schools within the archdiocese to improve the curriculum. Teachers say that they are proud to work in the school. They value the links with other schools. However, some teachers feel that leaders have not taken their workload into consideration when making changes.

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better?

Pupils with special educational needs and/or disabilities are well supported in their learning. The special educational needs coordinator helps all staff to understand the best way to help these pupils during learning. Teachers have high expectations of these pupils. They make sure that this group of pupils accesses an ambitious curriculum. As a result, these pupils do well in their learning.

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better?

Across almost all subjects, the curriculum is well planned to provide aspiration for all pupils. There are opportunities for pupils to revisit previous learning to help them to remember more. Learning is planned in the right order. Pupils are able to build new learning on what they already know.

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better?

Despite this, the curriculum in English lacks the aspiration of other subjects. Some pupils in Years 7 and 8 spend too much time in their English lessons reading their own books instead of working through the English curriculum. Also, pupils start the learning for their GCSE examinations in Year 9. This leaves many pupils with gaps in their English learning. Leaders have recognised these concerns. They are taking steps to ensure that all pupils access the full English curriculum. 26–27 November 2019

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The school library is an exciting place to be. Pupils use it to complete homework and engage in lunchtime activities, such as the chess tournament. There are a range of competitions and rewards to encourage pupils to read. Many pupils access the library regularly. They read widely and write reviews to encourage others to share their favourite books.

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Behaviour has improved considerably. Teachers deal effectively with pupils that misbehave. Attendance rates are above the national average. However, there are still too many disadvantaged pupils that are regularly absent from school.

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There is a well-planned curriculum for pupils’ development. Pupils are taught about the dangers that they face while online. There are pupil mental health ambassadors to help pupils understand how to keep themselves healthy. Leaders also provide a comprehensive curriculum around British values.

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Leaders ensure that pupils’ spiritual, moral, social and cultural development is well catered for. Pupils are actively encouraged to understand, appreciate and respect difference in the world and its people. For example, the work the school is doing to promote awareness around hate crime and leaving a ‘positive footprint’ is well developed. Pupils work side by side with staff leading on these initiatives. They are rightly very proud of the work they are doing.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have ensured that all appropriate checks are made on staff that work in the school. Staff know what to do if they have concerns about a pupil. Leaders act promptly to ensure that pupils get the help and support that they need.

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(Information for the school and appropriate authority)

 In English, at key stage 3, some pupils do not have access to a curriculum with the depth and breadth of the national curriculum. As a result, these pupils develop gaps in their learning of English. Leaders should continue to implement their early action plan to improve the curriculum so that all pupils have access to a curriculum with the depth and breadth of the English national curriculum.  There is a group of disadvantaged pupils that continues to be regularly absent from school. Due to their absence, these pupils do not have the opportunity to study the full curriculum. Leaders must continue to support these pupils in improving their attendance.  Leaders have introduced a range of strategies to bring about improvement in the school. Some staff have not felt consulted about all these developments. This has led to some increase in their workload. In future, it is important that leaders consider teachers’ workload when bringing about change.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 26–27 November 2019

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School details

Inspection number 10087937 Type of school Secondary comprehensive

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School details

Number of pupils on the school roll 1070

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 3–4 May 2017

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Information about this school

 The Archdiocese of Liverpool undertook a section 48 inspection of the school in February 2019.  There are currently no pupils attending alternative provision. However, there are a small number of pupils being provided with home tuition through the local authority.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 During the inspection, we spoke with pupils about their work and school life. We held meetings with senior leaders, governors, subject leaders and the school improvement partner from the local authority.  We reviewed documentation, which included leaders’ evaluation of the school’s strengths and areas for improvement, and the school development plan. We scrutinised information about attendance and behaviour.  We considered the views expressed by parents and carers in the 142 responses to Ofsted’s online survey, Parent View, as well as parents’ comments received via the 26–27 November 2019

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free-text facility on Parent View. We considered the 171 responses to a questionnaire for pupils and the 50 responses to a questionnaire for staff.  We reviewed a range of documentation about the school. This included information about safeguarding, including the school’s record of checks undertaken on newly appointed staff and support for pupils. We also spoke to representatives of the alternative provision used by the school.  We focused deeply on English, languages, science and performing arts during the inspection. We met with subject leaders, visited lessons, spoke with pupils, met with teaching staff and looked at pupils’ work. We also considered other subjects as part of the inspection.

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Inspection team

Erica Sharman, lead inspector Her Majesty’s Inspector

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Inspection team

Tuesday Humby Ofsted Inspector 26–27 November 2019

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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