St Ursula's Convent School

St Ursula's Convent School

Address: Crooms Hill, SE10 8HN Unique reference number (URN): 100193

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Strong standard

Pupils across all age groups develop an in-depth knowledge and understanding across the curriculum. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities. Pupils consistently produce work of an extremely high quality. They articulate with precision what they have learned and are confident in the use of subject- specific vocabulary.

p.2

Achievement Strong standard

Pupils achieve to a high standard in national examinations. Pupils' GCSE results are largely above the national average. This supports pupils to be well prepared for the next stage of their education. Disadvantaged pupils achieve highly when compared nationally to their peers. Some pupils join the school with significant gaps in their reading, writing and mathematics knowledge. The swift support these pupils receive ensures that they catch up at pace and go on to achieve very well by the end of key stage 4.

p.2

Attendance and behaviour Expected standard

Pupils enjoy coming to school and attendance is high. This includes for disadvantaged pupils and pupils with special educational needs and/or disabilities. The school tracks pupils' individual absences effectively. If leaders identify any pupils who are not attending school regularly, they work closely with parents and carers to ensure this improves rapidly.

p.2

Attendance and behaviour Expected standard

Pupils' behaviour has improved significantly since the last inspection. Pupils behave well, both in lessons and around the school site. There is a clear and effective behaviour policy in place, which is consistently applied by staff. Leaders have developed a positive culture in the school. Staff listen carefully to pupils' views and opinions. As a result, pupils are invested in and contribute proactively to the positive behaviour ethos. Pupils' attitudes to learning are positive. They are aspirational and typically focused and engaged during lessons. Any form of discrimination is extremely rare in the school. Pupils are taught the importance of kindness and tolerance and they display this through their daily interactions with each other, staff and visitors.

p.2

Curriculum and teaching Expected standard

Leaders have a precise understanding of the strengths in curriculum and teaching and where improvements are required. The curriculum is ambitious and broad. It is designed to build pupils' knowledge progressively over time. This ensures pupils develop the knowledge and skills required for their next steps in their education. Staffing in the school has stabilised and leaders have ensured subject experts are in place across the curriculum.

p.2

Curriculum and teaching Expected standard

Teachers typically deliver information and explain new concepts clearly. Mostly, teaching checks pupils' understanding and addresses any gaps in knowledge swiftly. Occasionally, opportunities to identify misconceptions are missed. This means that some minor gaps in learning go unidentified. Although these are often picked up and addressed through the curriculum in the long term, it could be done sooner.

p.2

Curriculum and teaching Expected standard

Teachers understand the individual needs of pupils in their groups. They typically use a range of strategies to support pupils with special educational needs and/or disabilities to access the curriculum successfully. Leaders swiftly identify pupils who require additional literacy or numeracy support. They put in place a range of effective strategies to support these pupils to quickly develop their understanding and skills.

p.3

Inclusion Expected standard

The school has put in place effective systems to identify pupils' needs accurately and swiftly. Leaders have high expectations for what all pupils can achieve. Staff clearly understand the needs of pupils with special educational needs and/or disabilities (SEND). The school works proactively with families and a range of other professionals to ensure support is appropriate and high quality. As a result, these pupils are well prepared for their next steps and perform very well in national examinations.

p.3

Inclusion Expected standard

Leaders have developed the expertise of staff to help them reduce pupils’ specific barriers to learning. Typically, staff support pupils with SEND effectively to be able to access the curriculum. On occasion, a small number of pupils with SEND are not supported as well as they could be to access the same curriculum as their classmates. This means pupils sometimes develop minor gaps in their knowledge and understanding. Senior leaders in the school closely monitor the progress and the impact of support for these pupils. They recognise other leaders in the school are developing their expertise to be able to contribute to this process.

p.3

Inclusion Expected standard

The school uses pupil premium funding to support literacy and numeracy programmes. Leaders also ensure disadvantaged pupils benefit from access to a broad range of wider opportunities and trips.

p.3

Leadership and governance Expected standard

Leaders and governors are relatively new in their positions. They have made rapid improvements across all aspects of the school in a short space of time. Decisions are taken in the best interests of pupils, particularly those who are disadvantaged and pupils with special educational needs and/or disabilities. Leaders have ensured that the changes made have become embedded in staff's daily practice. Although there has been a great deal of change, leaders have been mindful of staff wellbeing and workload. Staff are very positive about how leaders support them.

p.3

Leadership and governance Expected standard

Leaders have an in-depth and accurate understanding of the school's strengths and areas that require additional focus. They have a systematic and well-considered approach to improving the school. There is an appropriate focus on ensuring that leaders at all levels have the right knowledge and skills required to contribute to whole school improvements. This is being supported by effective professional learning for staff. Teachers at the start of their careers benefit from the guidance and training that is put in place for them by leaders. This helps them to further develop their expertise.

p.3

Leadership and governance Expected standard

Governors understand and meet their statutory duties. They ensure the school is moving in the right strategic direction and provide support and challenge to leaders. This ensures the school continues to make swift and embedded improvements.

p.4

Personal development and well-being Expected standard

Leaders have developed a comprehensive personal development programme. Although this has been relatively recently introduced, pupils have developed a secure understanding of how to stay healthy and safe, including online. All pupils receive age-appropriate relationships and sex education. As a result, pupils know the importance of healthy relationships. Pupils develop an understanding of fundamental British values, including democracy and tolerance. These are closely linked to the values of the school.

p.4

Personal development and well-being Expected standard

The school offers a range of wider opportunities, which help to develop pupils' character, interests and broader cultural understanding. Pupils benefit from a variety of trips, including visits to museums, residential activity centres and a ski trip. A range of well-attended clubs also contribute to this offer, including the Duke of Edinburgh's Award, choir and chess lessons. The school uses pupil premium funding to ensure disadvantaged pupils fully access the wider opportunities that the school offers.

p.4

Personal development and well-being Expected standard

The school's careers programme ensures that pupils have a secure understanding of a range of future options at post-16 and beyond. This includes a variety of external speakers, workshops and visits to careers fairs.

p.4

What it's like to be a pupil at this school

The school is ambitious for what pupils can achieve. Pupils rise to the high expectations that the school has for them. As a result, pupils achieve very well and are prepared for the next steps in their education. Pupils demonstrate passion, enthusiasm and enjoyment in their learning. Teachers have the right subject knowledge to develop pupils' understanding across the curriculum effectively.

p.5

What it's like to be a pupil at this school

Staff know individual pupils. A large pastoral and inclusion team supports pupils and ensures their barriers to learning are reduced. This means that pupils who are disadvantaged, and pupils with special educational needs and/or disabilities, achieve highly.

p.5

What it's like to be a pupil at this school

Pupils feel an immense sense of pride and belonging in the school. They are proud 'Ursulines'. The school carefully considers pupils' opinions. Pupils feel listened to, cared for and valued. Despite many members of staff being new to the school, they have quickly built positive relationships with pupils. Pupils are happy and enjoy coming to school. They benefit from a broad range of trips and clubs that help to develop their talents and interests. Pupils can extend their organisational and communication skills through the 'JLT' student leadership team, who have a prominent role and voice in the school.

p.5

What it's like to be a pupil at this school

Pupils' behaviour is highly positive during lessons and around the school site. They are polite, confident and friendly. Many pupils expressed a feeling of 'sisterhood' with their peers. This supports pupils to feel safe and well cared for in the school. Bullying and discrimination are extremely infrequent. This is addressed swiftly by staff on the rare occasion that it may happen. Pupils are well prepared for life in modern Britain. They embody the school motto, 'I shall serve' in their commitment to the school and wider community.

p.5

Next steps

• Across the curriculum, leaders should ensure that gaps in pupils' knowledge are identified and addressed by staff in a timely manner. • Leaders should ensure that staff are consistently using the most effective adaptations and strategies during lessons to ensure barriers for pupils with special educational needs and/or disabilities are routinely reduced across all areas of the curriculum.

p.5

Team inspectors:

David Radomsky, His Majesty's Inspector Sam Johnson, His Majesty's Inspector Lisa Smith, His Majesty's Inspector

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.6

About this inspection

The chair of the board of governors in this school is Pat Barber.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the headteacher, governors and a range of other leaders, teachers and pupils during the inspection.

p.6

About this 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.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Roman Catholic religious character.

p.6

About this inspection

The school has undergone significant change since the last inspection with a new headteacher and large numbers of other new leaders and staff.

p.6

About this inspection

The school does not currently use any alternative provision.

p.6

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support. National average: 3.09%

p.7

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

p.8

Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.9

Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.9

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.9

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

p.9

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.10

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.10

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.10

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

p.10

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.11

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.11

Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

p.12

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.12

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.12

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.13

Strong standard

The school reaches a strong standard. Leaders are working above the standards expected of them.

p.13

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

p.13

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.13

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.13

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.13

Urgent improvement

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.13

Urgent improvement

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.13

Urgent improvement

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

p.13

Urgent improvement

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

p.13