The Holy Cross School

Inspection of The Holy Cross School 25 Sandal Road, New Malden, Surrey KT3 5AR

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Good

Ofsted has not previously inspected The Holy Cross School as an academy school under section 5 of the Education Act 2005 as, until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between inspections.

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Overall effectiveness Good

Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last inspection of the predecessor school. 18 and 19 May 2022

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What is it like to attend this school?

This is a welcoming school. Many pupils spoke of the sense of family in the school’s community. Staff make sure that pupils are well cared for and safe in a nurturing environment. Students in Year 13 like being part of the ‘Big Sisters’ programme. They enjoy looking out for younger pupils and helping new pupils to settle in.

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What is it like to attend this school?

Pupils are set high standards to achieve. They rise to leaders’ expectations and work hard in everything they do. Pupils’ attitudes to learning are exemplary. Behaviour in class and around the school is calm. Pupils are polite and friendly.

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What is it like to attend this school?

The school’s ethos is one of tolerance and respect. Pupils are encouraged to treat everyone equally and to accept people’s differences. Staff are quick to deal with any bullying. However, some pupils feel that staff do not resolve issues between friendship groups consistently well.

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What is it like to attend this school?

Pupils attend extra-curricular activities at lunchtime and after school. Older pupils help to run some of these, including dance, athletics and subject clubs like ‘maths pod’. Pupils work together in their ‘houses’ to raise money for charities. They organise fundraising events such as tee-shirt sales and music competitions.

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better?

Leaders have designed a broad and ambitious curriculum. They ensure that all pupils learn a wide range of subjects from Years 7 to 11. Subjects such as languages, history and the performing arts have high uptake at GCSE. In the sixth form, students have a variety of vocational options as well as academic courses. Leaders’ decision to run a joint sixth form with another local school allows a breadth of choices and subject combinations.

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better?

Leaders consider carefully what pupils should learn and when. Staff plan sequences of lessons to build up pupils’ knowledge and skills over time. Teachers have strong subject knowledge. They use their expertise to develop pupils’ understanding well. Typically across the curriculum, pupils learn in depth and achieve highly. However, in Years 7 to 9, pupils do not get the opportunity to learn a broad range of subject content in design and technology lessons. Pupils have limited options also to study design and technology subjects in Years 10 and 11. Leaders have plans to address this for September 2022.

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better?

Teachers introduce new concepts clearly and provide opportunities for pupils to revisit previously learned content. For example, in languages, pupils applied their knowledge of vocabulary from previous learning in order to write and say more complex sentences. This helps pupils to embed essential knowledge in their long- term memory. Pupils articulate well what they have learned previously. Teachers check routinely what pupils have learned and address any misconceptions. For 18 and 19 May 2022

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example, students in Year 12 spent time carefully unpicking their answers to a mathematics question on negative reciprocals that they had completed previously. They discussed different ways of working out mathematical problems.

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Leaders identify pupils with special educational needs and/or disabilities (SEND) effectively. Some pupils receive extra help before and after school. Leaders make sure that teaching staff are informed about pupils’ needs and know what strategies will help pupils with SEND to keep up with their peers. However, some staff are not as clear about how to use these strategies effectively to support pupils with SEND across the curriculum.

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Pupils enjoy reading. Staff encourage pupils to read widely and often, including in tutor time and in English lessons. Leaders ensure that weaker readers are well supported. These pupils catch up quickly through a structured programme of phonics and reading practice.

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High expectations and established routines help to ensure that lessons are calm and free from disruption. Pupils focus on their learning and pay full attention in class. They are motivated and work together productively. Pupils share their ideas in a mature and confident way. Pupils are grateful to staff for the help they receive with their work.

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Leaders give pupils the chance to explore a wide range of cultures and religious viewpoints. Pupils in the ‘diversity group’ help to organise activities for events such as LGBT History Month and International Women’s Day. Pupils enjoy the educational visits, including art excursions to Kew Gardens and various theatre visits. Pupils take on leadership roles, including as house captains and prefects. Pupils in all year groups receive suitable careers guidance. Leaders have ensured that the programme for relationships and sex education meets statutory requirements.

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Staff are proud and happy to work here. They spoke highly about the supportive and committed leadership team. Staff value the training and development opportunities they receive. Leaders are mindful of staff’s workload and arrange activities to support well-being. Leaders and governors have clear and ambitious plans in place to build on the school’s successes and make it better.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The school’s safeguarding team respond promptly to any concerns about pupils. They take appropriate action to ensure that pupils receive the right support. Staff are vigilant about pupils’ safety and report any concerns about pupils. They are well trained to support pupils’ emotional and mental health.

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Safeguarding

Pupils can use the school’s anonymous reporting system to let the safeguarding team know if they are worried or at risk. Someone from the team will help straightaway. Pupils receive guidance about keeping themselves safe from harm. 18 and 19 May 2022

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This includes talks from the police about the dangers of drugs misuse and assemblies on themes such as consent. Pupils spoke highly of the support they get at the school’s inclusion centre, St Theresa’s.

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(Information for the school and appropriate authority)

 In Years 7 to 9, pupils do not have sufficient opportunities to learn a broad range of design and technology subjects. In key stage 4, pupils have limited opportunities to continue their studies in design and technology. Leaders should ensure that the curriculum includes sufficient opportunities for pupils to learn all aspects of design and technology in Years 7 to 9. Leaders should ensure that pupils have more opportunities to study design and technology subjects in Year 10 and beyond.  Leaders do not routinely monitor how effectively staff use identified strategies to support pupils with SEND. There is inconsistency in how well staff use the information leaders give them about pupils’ needs. This means that pupils are not supported consistently well across the curriculum. Leaders should ensure that staff know and use the personalised strategies for pupils with SEND.  Even though leaders deal with reported incidents effectively, some pupils think

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(Information for the school and appropriate authority)

that staff are not good at sorting out problems, including bullying and friendship issues. Leaders should ensure that all pupils feel reassured by the school’s procedures for dealing with any incidents, including any bullying.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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 are the school and you are 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. 18 and 19 May 2022

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School details

Inspection number 10216736 Type of school Secondary comprehensive

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sixth form

Date of previous inspection Not previously inspected under section 5 of the Education Act 2005

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Information about this school

 The Holy Cross School is a secondary Catholic school. The school had its last section 48 inspection in July 2018.  The school converted to become an academy school in 2012. When its predecessor school, The Holy Cross School, was last inspected by Ofsted, it was judged to be outstanding overall.  The school has a sixth-form partnership with the Richard Challoner School. Students can choose to study courses at both schools.  The current headteacher took up post in September 2021.  Leaders use three registered alternative providers and one unregistered alternative provider. 18 and 19 May 2022

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 The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

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Information about this inspection

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

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Information about this inspection

This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other school leaders. Inspectors held a discussion with five members of the governing body and spoke with the school improvement partner.  Inspectors carried out deep dives in these subjects: art, English, design and technology, history, languages and mathematics. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors talked to pupils and staff about other subject areas. Inspectors visited lessons and reviewed samples of pupils’ work in a range of subjects, including science, geography and music.

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Information about this inspection

 Inspectors spoke with leaders, pupils and staff about the arrangements for safeguarding and reviewed safeguarding documentation including pre-recruitment checks. Inspectors also spoke with a representative from the local authority about safeguarding at the school.  Inspectors observed behaviour in lessons and around the school. Inspectors held formal and informal discussions with groups of pupils from different year groups.  Inspectors considered responses to Ofsted’s online survey of parents’ views, Ofsted Parent View, and to Ofsted’s online surveys for staff and pupils.

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Inspection team

Jude Wilson, lead inspector Her Majesty’s Inspector

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Inspection team

Nigel Clemens Ofsted Inspector 18 and 19 May 2022

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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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