St Edmund's Catholic School

Inspection of St Edmund’s Catholic School Old Charlton Road, Dover, Kent CT16 2QB

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Requires improvement 12 and 13 July 2022

p.1

What is it like to attend this school?

St Edmund’s is an inclusive school. Leaders have high aspirations for all pupils to achieve their best. Pupils know what is expected of them and respond to requests from staff positively. In keeping with the Catholic ethos of the school, pupils are polite and show mutual respect towards others.

p.2

What is it like to attend this school?

Pupils enjoy school and feel like they are part of a community. For instance, they rehearse happily together in preparation for the school production of ‘Annie’. Pupils look out for each other and know that staff will help them if they are worried. Bullying is uncommon and leaders deal with it quickly if it occurs.

p.2

What is it like to attend this school?

Pupils have opportunities to develop leadership skills as inclusion ambassadors, or through the Duke of Edinburgh’s Award, for example. Pupils raise awareness of online safety in the school community by delivering assemblies for their peers. There are some extra-curricular clubs, such as gardening and netball, on offer. Leaders organise exciting visits for activities week. For example, Year 7 pupils take a trip to a retreat.

p.2

What is it like to attend this school?

Parents are very positive about the school, and what is on offer for pupils who go there. One parent stated: ‘The school is really committed to the mental health and well-being of the pupils. Staff are extremely supportive.’

p.2

better?

All leaders are ambitious for pupils at the school, including pupils with special educational needs and/or disabilities (SEND). Leaders work together with staff to ensure that pupils know their potential and have the confidence to achieve. Since the last inspection, leaders have worked hard to improve the quality of education for pupils. They have developed a broad and balanced curriculum that is well sequenced, so that pupils build on important knowledge over time. For example, in mathematics, pupils can explain how knowledge of algebra and trigonometry is built up over time to help them understand new learning. The number of pupils studying the English Baccalaureate has increased but is lower than leaders want it to be. They have plans in place to improve this by increasing the number of pupils who study languages.

p.2

better?

Teachers have secure subject knowledge, which they use to deepen pupils’ understanding. Sometimes teachers do not select tasks that build well on pupils’ existing knowledge. Therefore, pupils are not as challenged as they could be. Most teachers check what pupils know and remember effectively. Teachers adapt the curriculum to ensure that any gaps in learning are addressed. Leaders provide staff with clear information about how best to support pupils with SEND. As a result, these pupils access the same curriculum as their peers, and achieve well. 12 and 13 July 2022

p.2

3

Most pupils come to school ready to learn and show an interest in their learning. In art, for example, portfolios are well crafted, and pupils show a great deal of pride in their work. Pupils are mostly polite and well-behaved. However, when poor behaviour does occur, leaders do not accurately record what actions have been taken to manage this effectively. Leaders use many strategies to improve the persistent absence of pupils who do not attend regularly.

p.3

3

Leaders promote a love of reading across the school through daily literacy and reading in form time. Pupils who need more help to read well receive personalised and effective support, so that they become more fluent readers.

p.3

3

The personal development programme is well sequenced so that pupils learn about topics such as drugs and consent in an age-appropriate way. Pupils demonstrate that they enjoy giving back to the local community by taking part in a local ‘clean- up’. In keeping with the school’s Catholic ethos, pupils develop spiritual, social, moral and cultural awareness by organising donations for those in need in Ukraine. Pupils learn about other faiths and cultures in religious education and personal, social and health education.

p.3

3

Leaders take the time to listen to the views of staff and look after their well-being. Staff are proud to work at the school and are a united team. Leaders invest in their professional development so that they can do their jobs well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff and governors receive regular and appropriate safeguarding training to ensure that pupils are kept safe. Staff know how to identify and report concerns. Leaders act quickly, and work with outside agencies, so that pupils and their families get the support that they might need. Leaders know the risks that children in the local community might face. They educate pupils through the curriculum about issues such as county lines.

p.3

Safeguarding

Leaders ensure that appropriate safety checks on new staff take place. Governors ensure that there is a culture of vigilance, and that leaders carry out their duties to keep children safe.

p.3

(Information for the school and appropriate authority)

 Learning activities do not always provide sufficient challenge in some subjects. This means that some pupils are not as engaged in their work as they should be. Leaders need to ensure that staff have access to subject-specific training so that lesson resources interest and develop all pupils, so that they know and remember more. 12 and 13 July 2022

p.3

4

 Behaviour management records that outline leaders’ actions to address poor behaviour are not well kept. This means that leaders cannot be sure that sanctions are applied consistently and fairly for all pupils. Leaders need to ensure that records clearly show, in chronological order, the events and interventions that take place before sanctions are applied.

p.4

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.

p.4

How can I feed back my views?

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

p.4

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 .

p.4

Further information

You can search for published performance information about the school.

p.4

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. 12 and 13 July 2022

p.4

School details

Dates of previous inspection 2 and 3 April 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 This school is part of the Kent Catholic Schools’ Partnership and is within the Archdiocese of Southwark. The previous section 48 inspection took place on 11 and 12 December 2019.  The school runs a breakfast club on site.  The school uses two alternative providers for a small number of pupils.  The school meets the requirements of the Baker Clause. This means that pupils in Years 8 to 11 receive information about the full range of education and training options open to them. This includes opportunities for a range of education and training providers to speak to pupils about technical education qualifications and apprenticeships. 12 and 13 July 2022

p.5

Information about this inspection

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

p.6

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.  The inspection team completed deep dives in the following subjects: English, mathematics, Spanish, art and history. To do this, they met with subject leaders, had discussions with staff and pupils, visited lessons and looked at pupils’ work.  Inspectors scrutinised a range of documents, including leaders’ evaluation of the school and priorities for improvement.  Inspectors met with senior leaders, a selection of subject leaders, teachers and support staff.  Inspectors spoke with a representative from the Diocese of Southwark. The lead inspector met with three representatives from the academy committee, the chair of trustees and the chief executive of the trust.  The inspection team reviewed the arrangements for safeguarding by scrutinising

p.6

Information about this inspection

records and through discussions with staff and pupils.  The views of pupils, parents and staff were considered through discussions and a review of Ofsted’s surveys.

p.6

Inspection team

Zoë Harris, lead inspector Her Majesty’s Inspector

p.6

Inspection team

Paul Hemmings Ofsted Inspector 12 and 13 July 2022

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7