St John Fisher Catholic College

Inspection of a good school: St John Fisher Catholic College Ashfields New Road, Newcastle Under Lyme, Staffordshire ST5 2SJ

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Outcome

There has been no change to this school's overall judgement of good as a result of this initial (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a full inspection were carried out now. The next inspection will therefore be a full (section 5) inspection.

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What is it like to attend this school?

Pupils, including those in the sixth form, are happy and well cared for. They say that they are taught how to keep themselves safe and that there is always someone to help if they have a problem.

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What is it like to attend this school?

In most lessons, pupils learn well. Teachers have high expectations and help pupils to do their best. However, sometimes, teachers do not follow the planned curriculum. Consequently, pupils do not learn as well as they should.

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What is it like to attend this school?

Classrooms are usually calm and orderly places where learning can flourish. In some lessons, however, poor behaviour interrupts pupils’ learning. Pupils are not confident that the issues are always addressed effectively.

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What is it like to attend this school?

Pupils speak very positively about respect for others. They are taught that tolerance is not enough as all people should be loved. As a result, physical bullying is rare. When it does happen, it is dealt with quickly and effectively. However, pupils are not always clear about how to deal with persistent teasing.

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What is it like to attend this school?

Younger pupils value the opportunities they have to extend their experiences and to support their local community. However, sixth-form students are not always encouraged to contribute to their school and community in the same way. 15 and 16 June 2022

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What does the school do well and what does it need to do better?

Leaders have ensured that a coherent, sequenced and ambitious curriculum is in place in all subjects. Sometimes, it is not implemented effectively. This means that some pupils do not have work that challenges them or builds on their current learning. As a result, they do not make the progress they should.

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What does the school do well and what does it need to do better?

Leaders make sure that teachers are very well informed about the needs of pupils with special educational needs and/or disabilities (SEND). Specialist support for pupils with a visual impairment is very effective and valued by the pupils. Pupil passports clearly identify difficulties and offer strategies to support pupils in class. As a result, most pupils with SEND are very well supported in the classroom. However, where the planned curriculum is not delivered well, the support is less effective. This is because it is less clear where there are gaps in knowledge and skills.

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What does the school do well and what does it need to do better?

Most teachers have very good subject knowledge. They use this to bring their teaching to life, whether in the classroom or on the sports field. Many teachers promote the use of subject-specific vocabulary effectively. They make clear links with learning in other subjects to support pupils’ understanding.

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What does the school do well and what does it need to do better?

Leaders have ensured that assessment is carefully planned. In most subjects, it includes a range of formal and informal opportunities. Teachers check that pupils have learned and remembered the relevant knowledge and skills.

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What does the school do well and what does it need to do better?

Leaders have identified that some pupils need additional help with their reading. They have introduced a supportive programme to improve fluency and comprehension. However, leaders have only recently recognised that a small number of pupils require the support of a systematic synthetic phonics programme.

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What does the school do well and what does it need to do better?

Around the school, behaviour is usually good. Pupils and students are polite to one another and to adults. Good relationships between staff and pupils support a happy and caring atmosphere. However, this is not always carried through to the classroom. Leaders have recently introduced ‘relentless routines’. These set out high expectations of behaviour. Leaders know that some pupils are finding it difficult to reach the required standards. They are using a ‘restorative approach’ to support them to do so.

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What does the school do well and what does it need to do better?

Pupils, including those in the sixth form, can access an increasing range of opportunities to develop their understanding of the wider world. Younger pupils can attend clubs including dance, robotics and drama, as well as many music and sports clubs. The school is involved in several social and charitable efforts. Currently, only a few sixth-form students choose to enrich their studies and experience through participating in these opportunities.

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What does the school do well and what does it need to do better?

Careers education is a strength. All year groups, including those in the sixth form, receive regular impartial advice about the choices available to them. The school holds the ‘Quality in careers standard’. 15 and 16 June 2022

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Most teachers say that leaders consider their well-being and strive to ensure that workload is manageable. However, a small number feel that leaders listen to their concerns but do not communicate the actions they have taken.

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Directors and the local governing body work together very effectively. They hold school leaders to account for the academic, personal and social development of pupils. They ensure that the vision and ethos of ‘love, joy and faith’ is a constant presence in the school. They understand where the school's strengths and weaknesses are.

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In discussion with the headteacher, the inspector agreed that curriculum, behaviour, reading support, communication with staff and sixth-form enrichment may usefully serve as a focus for the next inspection.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have established robust systems, including checking that adults are safe to work with young people. Pupils who may be at risk are identified at an early stage. Leaders work well with external agencies to make sure that the right help is provided at the right time.

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Safeguarding

All staff are well trained. They know what to do if they have a concern about an adult or a child, no matter how small.

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Safeguarding

Leaders are very aware of local risks. They ensure that staff are kept informed of these and the sources of help available.

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(Information for the school and appropriate authority)

 The intended curriculum is not always implemented in the classroom. This means that pupils do not develop the skills and knowledge leaders want them to know. This limits the progress some pupils can make, particularly those with SEND. Leaders should make sure that what happens in the classroom reflects the planned learning, so that pupils can build on what they already know more effectively .  Some pupils do not behave well enough in lessons. This disrupts learning. Leaders should ensure that the ‘relentless routines’ recently introduced are applied rigorously and consistently by all teachers and are understood by pupils.  Additional support for early readers does not currently include a programme of systematic synthetic phonics. As a result, a small number of pupils do not receive the focused support they need. Leaders should ensure that the existing expertise in the school is shared quickly with those staff who work with these pupils.

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(Information for the school and appropriate authority)

 A small number of staff feel that leaders do not always communicate well enough. This means that, occasionally, actions taken in response to concerns are not always 15 and 16 June 2022

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recognised. Leaders should improve communication channels, particularly in relation to workload, to ensure that all staff feel they are treated equally.  Sixth-form students do not uniformly participate in school and community life as part of the enrichment element of their studies. Leaders should raise expectations so that all students make appropriate contributions.

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Background

When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

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Background

This is the second section 8 inspection since we judged the predecessor school, St John Fisher Catholic College, to be good in December 2010.

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How can I feed back my views?

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. 15 and 16 June 2022

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School details

Inspection number 10205180 Type of school Secondary

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provision

Number of pupils on the school roll 1093

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form

Date of previous inspection 13 December 2016, under section 8 of the Education Act 2005

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Information about this school

 Since the last inspection, a new headteacher and a new deputy headteacher have been appointed.  The school uses two alternative providers.  St John Fisher Catholic College is an academy within the Christ the King Catholic Collegiate Trust.

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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. 15 and 16 June 2022

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 The headteacher was not present during the inspection.  Inspectors met with the deputy headteacher, senior leaders, staff and pupils. The lead inspector held a meeting with the chief executive officer, the chair and directors of the trust, and with the chair and members of the local governing body.  Deep dives in English, mathematics, history and physical education were completed. These included discussions with subject leaders, teachers and pupils, visits to lessons and a scrutiny of pupils’ work.  In addition to the deep dive subjects, the lead inspector reviewed the personal, social and health education curriculum and spoke with the senior leader with oversight of this aspect of learning. The lead inspector also reviewed the support provided for pupils at an early stage of reading.  The lead inspector spoke with the SEND leader and to two teachers from Staffordshire Specialist Support team who provide resources and support for visually impaired pupils

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at the school.  A range of documentation was scrutinised, including leaders’ plans to improve the school and their self-evaluation of the school’s work. Minutes of local governing body and trust member meetings were also reviewed.  When inspecting safeguarding, the inspector considered the school’s procedures for keeping pupils safe, the checks made to ensure safe recruitment and the quality of staff training.

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Inspection team

Mel Ford, lead inspector Her Majesty's Inspector

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Inspection team

Sarah Godden Ofsted Inspector 15 and 16 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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