Cardinal Hume Catholic School, Gateshead

Inspection of Cardinal Hume Catholic School, Gateshead Old Durham Road, Beacon Lough, Gateshead, Tyne and Wear NE9 6RZ

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Sixth-form provision Outstanding Previous inspection grade Outstanding

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Overall effectiveness Outstanding

The headteacher of this school is Brendan Robson. This school is part of Bishop Wilkinson Catholic Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Nick Hurn OBE, and overseen by a board of trustees, chaired by Martin Gannon.

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Overall effectiveness Outstanding

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since January 2014. 14 and 15 May 2024

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What is it like to attend this school?

Pupils receive an exceptional quality of education at this school. Over time, pupils become increasingly expert in the subjects that they study. Beyond academic learning, the school’s work to develop pupils’ character is exemplary. Pupils become increasingly reflective and responsible members of the school’s community as a result of this highly effective work.

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What is it like to attend this school?

Staff and pupils have created an inclusive and welcoming environment. In line with the school’s Catholic ethos, differences in society are promoted and celebrated. Pupils are encouraged to become the best version of themselves. This drive for self- improvement is captured in one of the school’s mantras: ‘aspire not to have more but to be more’. Pupils take up this challenge and use the array of opportunities provided by the school to realise it.

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What is it like to attend this school?

Pupils are polite and thoughtful in their interactions with one another. They make informed choices to behave well because they know that this benefits all members of the school. When needed, the school takes intelligent and effective action to support pupils who struggle to regulate their behaviour. Many of these pupils say proudly that this has helped them to improve their behaviour.

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better?

The school has developed highly ambitious curriculums across the breadth of the subjects that pupils study. These are bespoke and tailored to the needs of pupils who attend this school. Many subjects are enriched with opportunities that develop pupils’ cultural awareness. Others explore possible career opportunities or knowledge from the personal, social and health education curriculum. Removing barriers to disadvantaged pupils’ achievement is central to the school’s approach.

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better?

As pupils progress through the school, they become increasingly expert in the subjects that they study. This is reflected in the consistently high-quality work that pupils produce. The curriculum prepares pupils well for their next stage in education, employment or training. Published examination outcomes are extremely strong. Disadvantaged pupils achieve outcomes that are at least as strong as those of other pupils nationally. As a result of the strength of the school’s curriculum, it now plays a leading role in a number of subject networks both locally and regionally.

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better?

Staff are experts in the subjects that they teach. Effective training provided by the school empowers teachers to continually improve their practice. Despite impressive outcomes, the school is not complacent. It uses available data to evaluate the strengths and weaknesses of the curriculum and to identify further opportunities to refine individual subjects.

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better?

The school has clear oversight of the provision for pupils with special educational needs and/or disabilities (SEND). Leaders provide teachers with comprehensive information about how to meet the needs of these pupils. This is well used by staff, 14 and 15 May 2024

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who skilfully adapt their teaching to support these pupils effectively. As a result, pupils with SEND thrive during their time at the school.

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Students in the sixth form show impressive command of the subjects that they are learning. In French lessons, students converse confidently in the language. Students’ knowledge and work across other subjects are similarly strong. In mathematics, students produce clearly structured mathematical responses to complex problems. Students’ art and design final pieces show strong mastery of techniques learned during their course. This knowledge of the curriculum and the school’s highly effective careers advice and guidance enable students to progress to prestigious universities and other ambitious pathways when they leave school.

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Reading is prioritised across the school. Careful assessment identifies gaps in pupils’ reading knowledge. The school uses this information to ensure that pupils who need additional help receive it. This extra support enables pupils to become more accurate and confident readers as well as to access the school’s wider curriculum.

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The school has a well-considered approach to securing regular attendance from pupils. The school’s effective work results in pupils attending school more frequently than their peers nationally. For pupils who struggle with poor attendance, the school takes swift and targeted action to remove barriers to them attending more frequently. For many pupils, including disadvantaged pupils, this results in improved attendance.

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Pupils participate in a vast array of enrichment and extra-curricular activities. Many of these are carefully planned to develop particular pupil attributes, such as resilience or service. Pupils learn to make a positive contribution to their local community through voluntary and charitable work. This is recognised and celebrated by the school, including through the Pope John Paul II Award. The school ensures that disadvantaged pupils are supported to routinely access these rich opportunities. Leaders check on what individual pupils participate in and use this information to inform their planning of future activities.

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Those with responsibility for governance and the trust have a clear and accurate view of the school. They provide effective support and challenge to school leaders.

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Safeguarding

The arrangements for safeguarding are effective. 14 and 15 May 2024

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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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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 14 and 15 May 2024

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provision

Number of pupils on the school roll 1,514

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sixth form

Dates of previous inspection 14 and 15 January 2014, under section 5 of the Education Act 2005

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Information about this school

 The school is part of Bishop Wilkinson Catholic Education Trust.  The school uses two registered and one unregistered alternative provisions.  This school has a Roman Catholic denomination. The school is part of the Diocese of Hexham and Newcastle. The most recent section 48 inspection took place in March 2019.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 14 and 15 May 2024

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Information about this inspection

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

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The lead inspector met with members of the trust board, the local governing board and representatives of the trust.  During the inspection, inspectors met with the headteacher. They also met with other senior and middle leaders, including those responsible for safeguarding, behaviour, attendance, sixth-form provision and personal development.

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Information about this inspection

 Inspectors carried out deep dives in these subjects: mathematics, English, history, modern foreign languages and computer science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also reviewed samples of pupils’ work in art and design and visited a sample of lessons from other subjects in the sixth form.  Inspectors looked at a range of documentation regarding the support pupils with SEND receive. They looked at the quality of the provision for pupils with SEND in lessons.  Inspectors scrutinised a range of documentation, including minutes from governing board meetings as well as the school’s self-evaluation and improvement plans.  Inspectors looked at a range of information regarding behaviour. They observed the behaviour of pupils in classrooms and at social times.

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Information about this inspection

 The views of pupils and staff who responded to Ofsted’s surveys were considered.  Inspectors considered the views of parents through the responses to Ofsted’s online questionnaire for parents, Ofsted Parent View. 14 and 15 May 2024

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Inspection team

Thomas Wraith, lead inspector His Majesty’s Inspector

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Inspection team

Tim Johnson Ofsted Inspector 14 and 15 May 2024

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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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