Archbishop Temple Church of England High School

Inspection of Archbishop Temple Church of England High School St Vincent's Road, Fulwood, Preston, Lancashire PR2 8RA

p.1

Inspection dates: 28 and 29 January 2025

p.1

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Requires improvement 28 and 29 January 2025

p.1

What is it like to attend this school?

Pupils are proud to attend this school. They typically live up to the school’s values of respecting others and serving the community. For example, they relish opportunities to fundraise for charity or to help each other. Pupils are happy and feel safe.

p.2

What is it like to attend this school?

Pupils benefit from the revised behaviour management systems. They have clarity on the high standards of behaviour that are expected of them. Most pupils respond well to these expectations. This creates a calm and orderly learning environment.

p.2

What is it like to attend this school?

The school has high expectations of pupils’ achievement. The ambitious curriculum helps most pupils to achieve well. The work pupils produce in some subjects is of high quality. This reflects the positive commitment that most pupils have to their learning.

p.2

What is it like to attend this school?

In recent times, the school has developed and implemented a strong programme to promote pupils’ wider development. Pupils enjoy pursuing their interests and nurturing their talents through a vast array of clubs, such as robotics, choir, dance, chess and badminton. Some pupils benefit from international trips that expand their knowledge of the wider world. For instance, some pupils visited New York to learn about business. Others valued their visit to Iceland to deepen their geographical knowledge. Such opportunities prepare pupils well for life beyond school.

p.2

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

The school has a well-crafted curriculum that meets the needs of pupils, including those with special educational needs and/or disabilities (SEND). The curriculum identifies the essential knowledge that pupils should learn. This knowledge is sensibly ordered so that pupils can deepen their understanding over time. Most teachers use their strong subject knowledge to deliver the curriculum well. They present subject content and key vocabulary clearly. Pupils successfully use this vocabulary to make sense of new subject content.

p.2

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

Teachers routinely check that pupils’ recall of previous learning is secure. They use these checks to identify misconceptions and address pupils’ gaps in knowledge. Most teachers give pupils clear guidance on how to improve their learning. However, some teachers implement these practices less effectively. This limits how well some pupils, including disadvantaged pupils, achieve.

p.2

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

The systems to identify the additional needs of pupils with SEND are effective. Many staff know the suitable ways to meet the additional needs of these pupils. However, these strategies are not implemented consistently well. At times, some pupils with SEND do not access the curriculum and achieve as well as they could.

p.2

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

Reading is promoted well across the school. Staff put suitable support in place for pupils who struggle to read. This helps these pupils to gain confidence and reading fluency. Reading for pleasure is promoted through author visits, library clubs and reading challenges. Most pupils enjoy reading and do so avidly. 28 and 29 January 2025

p.2

3

Most pupils are typically well behaved. They attend school regularly and follow the school routines sensibly. Even so, from time to time, a small number of pupils continue to struggle to regulate their behaviour. The strategies that staff use to support these pupils are not as effective as they could be. Occasionally, this leads to some pupils not participating in lessons as well as they could.

p.3

3

The personal, social, health and economic education curriculum is embedded well throughout the school. Pupils learn about keeping healthy, different relationships and how to keep safe. For instance, they explore the dangers of vaping, knife crime and online safety. Pupils demonstrate responsibility and resilience through various leadership roles. For example, pupil ambassadors support their younger peers with their reading and welfare. This instils a sense of community and compassion. Pupils learn about religions from visiting different places of worship. They also celebrate diversity through their form ‘temple time’ and ‘diversity days’. This helps pupils to develop an appreciation of differences in modern society. Pupils receive comprehensive careers advice. They are well informed and prepared for their future career choices.

p.3

3

Governors support and challenge the school appropriately. Most staff value the direction and guidance that they receive to make school a productive and positive place to be. They appreciate the consideration that is given to their workload and well-being. This keeps staff morale high.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Some staff do not check pupils’ understanding effectively. Consequently, gaps in some pupils’ knowledge are not remedied well enough. This means that some pupils, including disadvantaged pupils, do not build on their learning as well as they could. The school should ensure that teachers routinely check that pupils’ learning is secure before moving on to new concepts so that pupils can build on what they know and can do.  Some teachers do not use effective strategies to adapt their teaching for pupils with SEND. This limits how well some pupils with SEND achieve. The school should ensure that teachers are equipped to design effective learning activities so that pupils with SEND can access the full curriculum.  Some staff do not apply the behaviour management systems consistently well. This means that a small number of pupils do not engage fully with their learning. The school should ensure that staff implement strategies to manage behaviour effectively so that

p.3

(Information for the school and appropriate authority)

pupils are supported better to participate in their lessons fully. 28 and 29 January 2025

p.3

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.

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

Further information

You can search for published performance information about the school.

p.4

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). 28 and 29 January 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 21 and 22 September 2022, under section 5 of the Education Act 2005

p.5

Information about this school

 The school is a Church of England academy in the Diocese of Blackburn. The most recent section 48 inspection took place in March 2019. The next section 48 inspection is due to take place by 2027.  The school uses one registered alternative provision for a very small number of pupils.  The school’s published admission number has increased since the previous inspection.  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.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 28 and 29 January 2025

p.5

6

 Inspections are a point-in-time evaluation about the quality of a school's education provision.  The inspectors discussed any continued impact of the pandemic with the school and have taken this into account in their evaluation of the school.  Inspectors held meetings with the headteacher, senior leaders and subject leaders. Inspectors met with a range of other staff and leaders during the inspection. Inspectors also met with a representative of the diocese.  Inspectors spoke with representatives of the governing body, including the chair of governors. Inspectors also spoke with a representative of the local authority and the alternative provision.  The inspectors observed pupils’ behaviour across the school, including at social times.  Inspectors carried out deep dives in the following subjects: English, science, mathematics, art and design, history and modern foreign languages. For each deep

p.6

6

dive, they held discussions about the curriculum, visited a sample of lessons, spoke to staff, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors met with subject leaders and looked at pupils’ work in some other subjects.  Inspectors spoke with the leaders responsible for pupils’ personal development, behaviour and attendance, alternative provision, careers, the provision for SEND and reading.  Inspectors reviewed a range of documents, including the school’s self-evaluation and records relating to pupils’ attendance and behaviour.  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 inspectors considered the responses to Ofsted Parent View, including the free-text

p.6

6

comments. They also considered the responses to Ofsted’s online surveys for staff and for pupils.

p.6

Inspection team

Amina Modan, lead inspector His Majesty's Inspector

p.6

Inspection team

Paul Slater Ofsted Inspector 28 and 29 January 2025

p.6

7

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