St Oscar Romero Catholic School

Inspection of St Oscar Romero Catholic School Goring Street, Goring-By-Sea, Worthing, West Sussex BN12 5AF

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Sixth-form provision Outstanding Previous inspection grade Good 29 and 30 April 2025

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What is it like to attend this school?

This is a highly aspirational school where pupils truly thrive. All groups of pupils make exceptional progress from their start points. Staff identify effectively and remove any barriers to learning so that every pupil can reach their potential. In particular, the support provided to disadvantaged pupils is exemplary.

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What is it like to attend this school?

Pupils make a valuable contribution to the life of the school. They embrace opportunities to be active citizens through acts of charity and the promotion of equality. Alongside these rich ‘human’ experiences, pupils enhance their wider development through a broad range of high-quality ‘practical’ experiences. As pupils move through the school, they take an increasingly active role in helping to shape the enrichment offer.

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What is it like to attend this school?

The recently opened sixth form has been quickly established as an integral part of the school community. Sixth-form students achieve highly and engage fully in all aspects of school life.

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What is it like to attend this school?

Pupils feel a strong sense of belonging in the school. Relationships are harmonious and mutually respectful. Pupils know that their efforts will always be noticed and valued. They embrace opportunities to celebrate one another’s achievements. Parents and carers are extremely positive about the way that staff always ‘go the extra mile’ for their children.

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

Leaders are relentlessly ambitious for every pupil to achieve academic excellence through a rich learning experience. The school has established a broad curriculum that meets the needs of all pupils extremely well. Pupils, including those with special educational needs and/or disabilities (SEND), achieve exceptional outcomes.

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

Across the curriculum, teachers have expert subject knowledge. Pupils, from Year 7 through to the sixth form, benefit from high-quality explanations, skilful questioning and purposeful activity choices. Staff make regular and thorough checks on pupils’ understanding. As a result, teaching is planned to match precisely where pupils are in their learning. Staff take effective steps to identify the needs of pupils with SEND. Teaching is adapted, where needed, to ensure that pupils with SEND access an equally aspirational learning experience. Pupils are highly motivated and have excellent attitudes to their learning. They participate enthusiastically in lessons, communicating their ideas with clarity and confidence.

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

Teachers check pupils’ understanding well. Teachers give detailed and supportive feedback that helps pupils to understand any gaps in their learning and to improve the quality of their work. Pupils have well-developed routines for reviewing and responding to feedback. This supports them to build their knowledge over time. In key stage 4 and the sixth form, pupils are particularly adept at analysing and evaluating their own learning.

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

The school recognises the importance of pupils being able to read fluently and rightly prioritises this. Staff provide effective support where it is needed to help pupils catch up 29 and 30 April 2025

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with their reading skills. Throughout the curriculum and in tutor time, pupils benefit from deliberate reading practice and literacy development. As a result, pupils can access more complex language in their learning and are able to communicate with increasing confidence.

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Pupils behave in an exemplary manner. They consistently meet the very high expectations that leaders have set for them. Pupils routinely arrive to lessons on time and ready to learn. In social times and around the school, pupils behave respectfully and responsibly. Positive relationships are a real strength. Pupils are kind to one another, and confident in the pastoral care that staff provide. Older pupils, including students in the sixth form, are positive role models who exemplify the school’s caring ethos.

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Pupils’ wider development is highly prioritised. The school has carefully planned the range of opportunities that will be most beneficial in helping pupils to lead fulfilling and happy lives in adulthood. High-quality experiences are embedded within the curriculum alongside optional clubs, trips and volunteering. This ensures that all pupils, including the most disadvantaged, participate in musical performances, fundraising ventures and team- building events. Pupils recognise how this offer enhances their learning experience. They enjoy coming to school and have very high attendance rates as a result. Staff are knowledgeable about the risks that young people face online and in the community. They ensure that pupils understand how to keep themselves safe.

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Pupils are extremely well prepared for their next steps. The school provides robust and timely careers guidance. This enables pupils in all stages of their education to make informed choices for the future.

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Staff are proud to work in this school. They are well supported through high-quality professional development and careful consideration of their well-being. Governors share leaders’ determination to provide an exceptional school experience for every pupil. They provide highly effective support and challenge to the school to ensure this ambition is achieved.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 29 and 30 April 2025

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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). 29 and 30 April 2025

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provision

Number of pupils on the school roll 1,072

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form

Appropriate authority The governing body

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form

Dates of previous inspection 4 and 5 May 2023, under section 8 of the Education Act 2005

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Information about this school

 The school opened a sixth-form provision in September 2024. There are currently students in Year 12 but not in Year 13.  The school uses four registered providers of alternative provision.  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.  The school was last inspected under section 48 of the Education Act 2005, in July 2019. 29 and 30 April 2025

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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) and for any relevant provision judgement (sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation 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.  Inspectors met with the headteacher. They also met with governors, representatives from the local authority and the diocese, members of the senior leadership team and other staff.  Inspectors carried out deep dives in English, mathematics, modern foreign languages, music, physical education and 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 observed pupils’ behaviour in lessons and around the school site. Inspectors

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Information about this inspection

met with pupils to consider their views on the education they receive and their wider development.  To evaluate the effectiveness of safeguarding, 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.  Inspectors met with groups of staff and considered the opinions expressed through Ofsted’s online staff survey. Inspectors also took account of the views of parents and carers expressed through the online survey, Ofsted Parent View.

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Inspection team

Tash Hurtado, lead inspector His Majesty’s Inspector

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Inspection team

Christopher Doherty Ofsted Inspector 29 and 30 April 2025

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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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