St Catherine's Catholic School

Inspection of St Catherine's Catholic School Watling Street, Bexleyheath, Kent DA6 7QJ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Good 14 and 15 June 2022

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What is it like to attend this school?

Pupils enjoy coming to this school. They work hard and achieve well. Pupils are kind and considerate to each other, and respectful to their teachers and other adults. Lessons are very rarely affected by poor behaviour. Pupils say that bullying sometimes happens, but when it does, staff deal with it effectively. Leaders prioritise pupils’ well-being, including their mental health. Pupils are safe and know who to talk to if they have any concerns.

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What is it like to attend this school?

Pupils benefit from a well-thought-out curriculum. This includes a carefully considered range of qualifications offered in Years 10 and 11. Teachers’ strong subject knowledge and the very calm atmosphere in classrooms mean that pupils are able to learn well. This in turn leads to strong outcomes for pupils.

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What is it like to attend this school?

Leaders have established a range of opportunities to develop pupils beyond the academic. For example, residential retreats, visits to museums, and a popular pupil- run garden in the school grounds all help to broaden pupils’ experiences. A typical comment from a parent was, ‘The school has been brilliant in supporting and nurturing my daughter academically, socially, emotionally and spiritually’.

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better?

Leaders have high expectations for all pupils. This includes ensuring that pupils achieve well, and that their wider personal development is supported. The curriculum is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Leaders have carefully considered the sequence of topics and key knowledge that is taught. This helps pupils to build on what they already know. Teachers’ strong subject knowledge and carefully chosen tasks support pupils to learn new skills and develop their understanding. Teachers use a variety of ways to check pupils’ understanding and to help pupils improve their work.

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better?

Leaders have ensured that there is a clear process for the identification and assessment of the needs of pupils with SEND. Leaders make sure that teachers know what strategies will best support these pupils. This means that pupils with SEND can access the same curriculum as their peers. Reading is encouraged and celebrated across the school. Leaders set aside time for pupils to develop their literacy skills. However, those pupils who need additional help with their reading do not currently benefit from a structured programme to help them become fluent readers.

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better?

Pupils display very positive attitudes to their peers and their teachers. They behave very well in lessons and are calm and orderly around the school, including at social times. Pupils attend regularly, and a focus on punctuality means that they are rarely late to school or to lessons. 14 and 15 June 2022

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Pupils from Years 7 to 11 are taught how to keep safe, including how to stay safe online. The personal, social and health education (PSHE) programme provides pupils with guidance on developing healthy relationships, as well as how to look after their physical and mental well-being. Some pupils do not think that PSHE is delivered consistently well. Some teachers say they would benefit from further training and support so that they are well prepared to deliver these important lessons.

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Pupils are encouraged to take on additional responsibilities in the school. A senior leadership team in Year 11, form captains, team captains, peer mentors, well-being ambassadors, prayer leaders and a team of ‘eco-warriors’ all provide extra opportunities for pupils. Many pupils attend clubs and activities after school. They enjoy residential retreats as well as trips to places of cultural significance. Leaders have ensured that pupils are well informed about careers so that they can make informed choices about their next steps in education or employment. A range of different education providers, as well as apprenticeship providers and local employers, come into school to provide information to pupils.

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Leaders have a very good understanding of the school’s strengths and areas for further improvement. They know what needs to be prioritised. Staff say that they are well supported by leaders, and their well-being is taken seriously. Governors support and challenge school leaders appropriately. Governors know the school well and share school leaders’ high ambitions for all pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have established a strong safeguarding culture. An experienced and skilled team ensures that all members of the school community, including governors, are aware of their safeguarding responsibilities. Pupils know who they can talk to if they have a concern. Staff are appropriately trained and know to report concerns, no matter how small. This culture of vigilance helps to keep pupils safe.

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Safeguarding

Leaders are proactive in working with other agencies, including children’s social care and the police. This means that help for vulnerable pupils can be accessed quickly.

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(Information for the school and appropriate authority)

 Pupils who need the most help with reading do not currently receive an appropriate programme of support. This means that these pupils are not able to make the rapid improvements necessary to help them to read fluently. Leaders should put effective strategies in place to support weaker readers so that they can access the full scope of the curriculum.  Some staff do not feel confident to deliver the planned PSHE sessions. This means that sometimes these sessions are not effective, and pupils do not fully 14 and 15 June 2022

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benefit from the intended PSHE programme. Leaders should ensure that staff who deliver these sessions are appropriately trained and supported so that pupils gain a secure grasp of these important topics.

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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. 14 and 15 June 2022

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School details

Inspection number 10240864 Type of school Secondary Comprehensive School category Academy converter

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School details

Number of pupils on the school roll 1014

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 8 January 2019 under section 8 of the Education Act 2005

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Information about this school

 The school has a Christian ethos of the Roman Catholic denomination. It is in the Diocese of Southwark. The school’s last section 48 inspection was in October 2021.  There are currently no pupils placed in alternative provision. On occasions, the school makes use of Horizons Academy for a very small number of pupils.  The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Year 8 and above with information about approved education qualifications and apprenticeships. 14 and 15 June 2022

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Information about this inspection

The inspector(s) 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 carried out deep dives in English, mathematics, history and music. For each deep dive, they discussed the curriculum with subject leaders, visited lessons, looked at pupils’ work and talked to teachers and pupils. Inspectors also met with subject leaders for science and geography and looked at pupils’ work in these subjects.  Inspectors held meetings with the headteacher and with members of staff, as well as a range of pupils.  Inspectors looked at the school’s policies and procedures for safeguarding and supporting pupils’ welfare and well-being. This included looking at case studies and reviewing the school’s single central record of pre-employment checks.  Inspectors met with leaders responsible for SEND, careers education, behaviour

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Information about this inspection

and attendance, assessment and pupils’ wider development.  The lead inspector spoke with representatives from the local authority and the Diocese of Southwark. The lead inspector also met with members of the governing body, including the chair of the governing body.

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Inspection team

Bob Hamlyn, lead inspector Her Majesty's Inspector

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Inspection team

Guy Forbat Her Majesty's Inspector 14 and 15 June 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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