Saint Ambrose College

Saint Ambrose College

Address: Hale Road, Hale Barns, Altrincham, Altrincham, Cheshire, WA15 0HE Unique reference number (URN): 138134

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Exceptional

Pupils are highly motivated to learn and, as a result, make incredible progress through the curriculum. The quality of work that pupils produce demonstrates profoundly the extremely high achievement at the school. Published data shows that pupils with special educational needs and/or disabilities and disadvantaged pupils consistently make better progress and attain significantly above national averages. These pupils have a truly transformational experience at this school.

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Achievement Exceptional

Leaders' vision to equip pupils with the knowledge they need to succeed is fully realised. The vast majority of pupils move into education, employment and training opportunities with impressive future prospects.

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Achievement Exceptional

Leaders have achieved this exceptionality through the values, ethos and the high expectations that they have established in the school. Their focus on nurturing well-rounded young people has led them to systematically and forensically removing barriers to learning and wellbeing so that pupils thrive. Most pupils achieve outcomes in examinations that are rarely matched nationally.

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Personal development and wellbeing Exceptional

The personal development programme has been expertly designed to ensure that pupils, including disadvantaged pupils, can develop morally, socially, spiritually and culturally. Pupils speak confidently about complex ethical and societal issues and link these to the importance of fundamental British values. This programme carefully interweaves personal, social, health and economic education lessons with form time discussions, assemblies, guest speakers and visits to build an exemplary rounded personal development offer.

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Personal development and wellbeing Exceptional

The school's relationships, sex and health education ensures that pupils have a deep understanding of healthy relationships. They know how to keep themselves mentally healthy and how to support others’ mental health. They understand the risks to their wellbeing associated with extended screen time as well as offline risks. Pupils receive excellent pastoral support.

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Personal development and wellbeing Exceptional

All pupils participate in a wealth of lunchtime enrichment activities. Many of these clubs and societies are run by the pupils. These activities develop their talents and interests as well as their leadership and interpersonal skills.

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Personal development and wellbeing Exceptional

Pupils celebrate equality and diversity during 'inclusivity week' and daily through showing respect and care to those who might be different to themselves. The school’s ethos develops pupils’ character to such an extent that it compels them to go out of their way to understand difference and show empathy to others.

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Personal development and wellbeing Exceptional

The palpable school culture of compassion for those that are marginalised empowers pupils to reach out to more deprived communities locally and internationally. This work often has a transformational effect on the pupils in the school and those they serve.

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Strong standard

Pupils across the school receive a carefully considered careers curriculum that prepares them to make decisions about their next steps. Pupils, including those who are disadvantaged, move on to sustained destinations at the end of Year 11. Students in the post-16 provision, including those with special educational needs and/or disabilities, progress on to study at prestigious universities.

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Strong standard

Pupils are extremely wellprepared to take their place as confident and responsible citizens in Britain's modern and diverse society.

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Attendance and behaviour Strong standard

Pupils' attendance is prioritised by leaders. As a result, pupils’ rates of attendance are very high. The school's warm welcome and acceptance of everyone means that pupils are willing to travel significant distances in order to attend. Leaders identify any barriers to pupils' attendance rates and work closely with families to reduce these successfully. They have prioritised pupils who find it difficult to attend due to health reasons. They use many different ways to involve these pupils in the life of the school.

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Attendance and behaviour Strong standard

Pupils demonstrate positive and respectful attitudes in lessons. There are warm and respectful relationships between pupils and staff. Teachers are clear about what they expect from pupils in terms of their behaviour. Staff follow the school’s policies and procedures fairly and consistently, when dealing with any misbehaviour. Pupils show great care for each other in lessons and during social times. They have a great deal of patience with each other on the playground and show grace when things go wrong. Older pupils and post-16 students model the high standards of behaviour expected by leaders and staff. They take responsibility to teach younger pupils about how they should conduct themselves. Pupils say that the school community teaches them to value each other. Parents and carers are very positive about the standards of behaviour at the school.

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Curriculum and teaching Strong standard

The highly ambitious curriculum has been appropriately sequenced so that pupils can deepen their understanding of concepts and link new knowledge to what they have learned before. In all subjects, pupils' work shows that they build successfully on earlier learning.

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Curriculum and teaching Strong standard

The curriculum is delivered expertly by staff. Teachers use their deep subject knowledge to provide clear explanations for pupils. Activities in lessons are deliberately designed to ensure that all pupils are successful in their learning.

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Curriculum and teaching Strong standard

Teachers know pupils very well. They use the detailed information that they have about each pupil to adapt their teaching so that pupils overcome barriers to their learning.

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Curriculum and teaching Strong standard

Leaders have guided staff expertly to reach highly effective and consistent approaches to teaching. Leaders monitor the impact of curriculum delivery effectively and accurately. This leads to an insightful understanding of where further improvement may be needed. Leaders make sure that pupils who find reading challenging receive close support so that they catch up quickly. Teachers adapt their choice of texts with precision to meet the needs of these pupils. Teachers develop pupils' literacy skills very well. Pupils become experts at synthesizing text and writing notes using well-developed study skills. They use these skills to continually develop their ability to learn independently.

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Inclusion Strong standard

Leaders have ensured that staff know and understand the barriers to learning that pupils may face. Pupils’ individual needs are very well understood. The identification of pupils' needs begins with extensive support before they transition into the school. Leaders and staff work closely with parents and carers when a pupil's needs change or if there is the need for an assessment to identify any additional needs.

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Inclusion Strong standard

Teachers are given the information that they need to support all vulnerable pupils effectively. Those pupils who find learning difficult and those with special educational needs and/or disabilities benefit from high quality, inclusive teaching. Leaders effectively monitor pupils' progress and assess the impact of the support that pupils receive. Any pupil identified as being behind in their learning is assigned a mentor, who helps them to catch up rapidly.

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Inclusion Strong standard

Leaders ensure that specialist advice and support are sought as appropriate. For example, they work with leaders from another school with expertise in autism to ensure that staff are well trained and expertly prepared to teach pupils with autism.

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Inclusion Strong standard

The pupil premium funding, and other funding, is used to provide exciting and challenging opportunities for different groups of pupils, including those who are disadvantaged. For example, raising pupils' aspirations by working with leading universities in the science, technology and engineering sectors.

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Leadership and governance Strong standard

Leaders have a clear and accurate idea of the school's strengths and weaknesses. They act swiftly when they identify something is not working and thoroughly investigate solutions to whatever problems the school faces. Leaders put clear plans in place along with training to ensure that staff move together on the identified development areas.

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Leadership and governance Strong standard

The multi-academy trust and those responsible for governance meet their statutory duties for safeguarding and promoting equality. They provide highly effective oversight of the school and useful support and challenge to school leaders.

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Leadership and governance Strong standard

Leaders act in the best interests of all pupils. Strategic decisions are guided by the school’s clear moral purpose to ensure that all pupils thrive. Leaders prioritise the most vulnerable and disadvantaged to ensure that these pupils benefit fully from everything the school offers.

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Leadership and governance Strong standard

Staff benefit from an extensive professional development programme. This programme has focused on aspects of teaching that will lead to the best possible outcomes and experiences for pupils. Staff, including those new to teaching, appreciate the opportunities that they have to build their expertise and hone their craft. Those with leadership responsibilities participate in professional learning by undertaking national professional qualifications. They work in partnership with other schools to share good practice.

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Leadership and governance Strong standard

Leaders take account of staff's wellbeing and make sure that their workload is manageable. For example, many staff commented that the change to the marking policy has reduced their workload in this area. Staff also appreciate how leaders look out for them and are mindful of their personal circumstances.

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Post 16 provision Strong standard

Leaders' secure understanding of the 16 to 19 study programmes has led to a carefully designed curriculum that provides students access to rigorous academic options and personal interests through extended project work. The extensive offer means pupils in the lower school aspire to reach the sixth form and nearly all want to stay at the school.

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Post 16 provision Strong standard

The post-16 provision is fully integrated into the life of the school. Students value their provision and they make an excellent contribution to the school. They develop strong study skills and work hard. Students with special educational needs and/or disabilities are well supported and this enables them to achieve as well as their peers, in spite of the challenges they face. Students are supported to develop their own talents and interests separate from their studies. As a result, students achieve exceptionally well by the end of Year 13.

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Post 16 provision Strong standard

Through the carefully structured and well-designed personal development programme, students are supported well to progress on to the next stage of education. The school has fostered strong links with local employers. This means that students have many opportunities to engage with and learn from employers about the world of work.

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

For many pupils, their experience at Saint Ambrose College is transformational. From the time that they start at the school, they are part of a community where their best interests always come first. Leaders are passionate about creating courageous and empathetic young men. The whole staff team embody the school's values. Pupils say that staff act as very positive role models. As a result, pupils contribute to the highly positive and inclusive atmosphere that pervades the school.

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

Pupils are proud to be an ‘Ambrosian’. They take their responsibilities seriously, such as being a student leader. The older students look after, support and mentor the younger pupils. All pupils look out for each other. Pupils say that what impresses them most about the school is the culture of respect, where different views are heard and all opinions are valued.

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

Pupils’ behaviour is impeccable. They demonstrate very high levels of respect, consideration and care towards each other. Pupils say they feel safe and that staff are willing to listen to and resolve any worries that they may have, including very rare instances of bullying. Pupils benefit from a superb range of opportunities and activities that develop ‘the whole person’. Their academic, sporting and creative skills as well as their individual talents and interests are provided the time and space to flourish. The opportunities that pupils have to serve others deepens their character, their empathy and their understanding of those who are different to themselves.

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

Pupils love coming to school and attend regularly. Many said that the highly positive experiences that they have at the school are what gets them out of bed in the morning. Pupils are excited about the ambitious curriculum that the school provides. They benefit from high-quality teaching. Teachers effectively remove any barriers to learning so that all pupils achieve incredibly well. As a result, pupils are very well prepared for life in modern Britain.

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Next steps

• Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming barriers and challenges, in order to drive a transformational impact for all pupils. This includes disadvantaged pupils, those with special educational needs and/or disabilities, those who are known (or previously known) to children’s social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

This school is part of The Laetare Catholic Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jonathan Jones, and overseen by a board of trustees, chaired by Stephen Horsman.

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About this inspection

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

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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.

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About this inspection

Inspection activities: Inspectors spoke with the principal, deputy principals and other senior leaders, the vice- chair of trustees, a representative from the diocese and 4 governors during the inspection.

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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.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a catholic religious character. It is in the Diocese of Shrewsbury. The date of its last section 48 inspection was December 2021.

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Team inspectors:

Al Mistrano, His Majesty's Inspector Damian Loneragan, His Majesty's Inspector John Spragg, His Majesty's Inspector Emma Gregory, Ofsted Inspector

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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.

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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.

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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. Principal: Dermot Rainey National average: 1,152

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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English and maths GCSE

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

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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.

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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.

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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.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

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

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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.

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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.

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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.

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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.

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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.

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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.

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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).

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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2023/24 (revised) 0.04 0.00 Close to average

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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.

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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Expected standard

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

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Needs attention

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

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Urgent improvement

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

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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.

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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 .

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

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Urgent improvement

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

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