John Henry Newman Catholic College

John Henry Newman Catholic College

Address: Chelmsley Road, Chelmsley Wood, Birmingham, West Midlands, B37 5GA Unique reference number (URN): 136347

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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 Expected standard

Pupils achieve well at John Henry Newman Catholic College. This is because at all stages of their schooling they have the knowledge they need to do well. This includes the significant number of disadvantaged pupils, as well as other groups of pupils who have barriers to their learning. Pupils who need extra support with essential knowledge, such as reading, receive effective help to close any gaps.

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Achievement Expected standard

Typically, pupils achieve well in the examinations they take at the end of Year 11. This includes their achievement across a range of subjects, as well as the progress they make from their starting points. All this means pupils are well prepared for their next steps and they achieve ambitious destinations. Leaders monitor pupils' achievement closely and rapidly take action where it is necessary.

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Attendance and behaviour Expected standard

Leaders carefully analyse patterns of pupils' absence. They have secured recent, clear improvements in the rates of attendance. This includes the attendance of pupils who face barriers, as well as those who have longer periods of absence. Leaders recognise there is more to do to improve the levels of pupils' attendance, including how they review and refine their approaches.

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Attendance and behaviour Expected standard

Leaders have worked extensively to embed their high expectations for pupils' conduct. This means that pupils concentrate in lessons, which are calm and focused. For those pupils who need further support to meet the school's expectations, leaders put in place a thoughtful range of support. Pupils speak highly of this help and how it enables them to make better choices. Leaders have significantly reduced the number of suspensions, as well as other sanctions.

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Attendance and behaviour Expected standard

Difference is celebrated at the school. Pupils understand that it is important that the school is welcoming to everyone. Leaders recognise that there can be some minor inconsistencies in how pupils meet their high expectations at social times, or between lessons. However, the school is typically orderly and purposeful.

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Curriculum and teaching Expected standard

Leaders have worked extensively to refine the curriculum and how it is taught. The key knowledge that pupils need to learn is clearly laid out in a logical order. Leaders are proud of the ambition of the school's curriculum, including the increasing numbers of pupils who opt to take a modern foreign language at key stage 4. If there are pupils who need support with reading, literacy or numeracy, leaders pick this up quickly and ensure that gaps in pupils' knowledge are closed rapidly.

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Curriculum and teaching Expected standard

Leaders have established clear approaches to teaching to ensure pupils' experiences are consistent and high-quality. Teachers are supported effectively through training so they have the subject knowledge they need to deliver the curriculum as leaders intend. Teachers select appropriate tasks for pupils and check if there are gaps in learning or misconceptions. They also ensure that pupils can recall the key learning they need to be successful. There remain some inconsistencies, but overall leaders have improved the quality of teaching at the school. Pupils who need adaptations to support their learning, for example those with special educational needs and/or disabilities, typically receive the help they need. This enables them to learn the curriculum well.

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Inclusion Expected standard

Leaders have placed inclusion at the heart of their vision for the school. This is because they recognise that there are significant numbers of pupils at John Henry Newman Catholic College who need consistent support to be able to thrive. Leaders ensure that pupils' needs are accurately identified. They have clear systems to ensure teachers know the agreed strategies to use in order to meet pupils' needs, including those with special educational needs and/or disabilities and pupils who are known to social services. For example, the school uses 'pupil passports' which staff typically follow. This ensures pupils are supported effectively to overcome barriers to learning and/or wellbeing.

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Inclusion Expected standard

Leaders readily engage with other professionals for the benefit of pupils who need more specialised support. This includes the virtual school as there are a number of pupils who are under their care. All approaches are reviewed regularly and adjusted to ensure they have impact. Staff received high-quality training to ensure they understand their role in supporting the school's most vulnerable pupils. Leaders' use of additional funding for disadvantaged pupils is based on sound evidence. They ensure this is effectively kept under review. The school uses alternative provision appropriately for a small number of pupils.

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Leadership and governance Expected standard

Leaders have a detailed understanding of the school and the community it serves. They have prioritised the right actions to develop the provision and make appropriate improvements, including in teaching, behaviour, and, more recently, pupils' attendance. Leaders are rightly proud of how they have improved teaching through a considered and systematic programme of professional learning. Leaders' work to improve the sixth-form provision is appropriate but has yet to have the same impact.

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Leadership and governance Expected standard

Leaders support pupils effectively to overcome the many barriers that they face. They have placed significant emphasis on the development of inclusive practice in the best interests of pupils. This includes investment in a range of specialist and professional expertise to support pupils and meet their needs. Leaders are outward-facing, seeking to develop practice through engagement with a range of other local schools.

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Leadership and governance Expected standard

Those responsible for governance have a secure knowledge of the school and the impact that leaders are having to improve it. Those with roles on the local governing board, the directors and trust leaders all supportively hold school leaders to account. Those responsible for governance fulfil their statutory duties, for example with respect to safeguarding. Staff speak highly of how leaders work cooperatively with them, for example

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Needs attention

around work load. Leaders engage extensively with the local community and parents and carers.

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Personal development and wellbeing Expected standard

Leaders have recently reviewed the curriculum for pupils' personal development. They are working to further refine this part of the school's offer. There is detailed and sensitive coverage of the key learning that pupils need. This includes online safety, living healthily and respectful relationships. Pupils develop a secure understanding of the diversity in modern Britain and fundamental British values, such as tolerance and democracy. They particularly appreciate the diversity of belief which exists in the wider community. Leaders are committed to ensuring that the personal development programme is an entitlement for every pupil. To do this they carefully track the opportunities which pupils take up. They also look to target specific groups of pupils who would benefit from the provision. Pupils value the opportunities provided for them in sport and music. They also appreciate the homework clubs. Staff work effectively to develop pupils' character through social action projects and

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Personal development and wellbeing Expected standard

leadership development. Pupils speak highly of these opportunities, and how they work to raise money for local charities and other worthy causes.

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Personal development and wellbeing Expected standard

The provision for pupils' careers education is a particularly effective aspect of leaders' work. Pupils are very well supported for transition to further study or employment, through a structured and cohesive programme. Work experience opportunities provide pupils with insights into different careers and work-based environments. There are also extensive links to apprenticeship providers and colleges which pupils benefit from.

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Post 16 provision Needs attention

There are inconsistencies in the sixth form, including in the effectiveness of some teaching. Students who take A-level courses generally do not make the progress they should, relative to their starting points. Some students do not complete their courses. Leaders have addressed this head-on, but their actions are yet to be reflected in consistently better progress and achievement, especially for students who study A-level courses.

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Post 16 provision Needs attention

Leaders have prioritised improving the sixth form. This includes ensuring that students are on appropriate courses according to their aspirations and prior achievement. Leaders have also taken steps to improve the quality of teaching in the sixth form. Many students achieve well in the sixth form, particularly students who complete applied qualifications. Students receive extra teaching in English and mathematics to enable them to secure the GCSE grades they need. There are also a range of engaging and worthwhile non-qualification courses, including work experience and leadership opportunities. Students have the support they need to access ambitious destinations, including top universities and apprenticeships. Students typically speak positively about their experiences of the sixth form at John Henry Newman Catholic College.

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

John Henry Newman Catholic College is a school which proudly serves its local community. The school's motto of 'heart speaks to heart' reflects how this is a setting which places significant value on every pupil. Pupils appreciate that adults will go the extra mile for them. Mutual respect is a common feature of life here.

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

Pupils have a deep understanding that they are part of a diverse community. They value difference thanks to the school's focused work in this area. They understand that they are a 'link in a chain' as befits the school's ethos. Pupils behave well and feel safe at school. They know that if they have concerns or worries, staff will listen and act to support them. For example, bullying is not tolerated. Pupils are proud of the social action projects they undertake for the benefit of the wider community. Again, these tie into the school's ethos to undertake 'definite service'.

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

Pupils enjoy their learning and benefit from teaching which is increasingly consistent as a result of leaders' effective work. This means that pupils achieve well and are well prepared for their next steps. Teachers support pupils effectively so they overcome any barriers to their learning and/or wellbeing. The sixth form is improving. However, there remain some inconsistencies in this part of the school. Some students do not make as much progress as they could, especially those on A-level courses. That said, students in the sixth form speak highly of the school and the provision it offers. Leaders are especially proud of the students who have achieved places at top universities thanks to the support and guidance it has provided.

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Next steps

Leaders should ensure that students in the sixth form follow suitable courses and that effective teaching in the sixth form is embedded so that students complete their courses, achieve well and make secure progress from their starting points. Leaders should continue to work with parents and carers and further refine their approaches to improve pupils’ attendance. Leaders should continue to embed their work to ensure teaching is highly effective and consistent across the school. Leaders should continue to embed their high expectations with respect to pupils’ self- regulation at transition points and social times in the school day.

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About this inspection

This school is part of Our Lady and All Saints Catholic Multi Academy Company, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Peter Davis, and overseen by a board of trustees, chaired by Paul Bentley.

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Team inspectors:

Martin Spoor, Ofsted Inspector Philip Lloyd, Ofsted Inspector Michael Scott, Ofsted Inspector Elizabeth Lawson, 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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1,301

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

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1,301

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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1,301

During the inspection, inspectors spoke with the headteacher, senior leaders, staff and pupils. They also met with representatives from the board of directors, the local governing body, trust employees including the CEO, and a representative of the archdiocese.

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1,301

The inspectors confirmed the following information about the school:

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1,301

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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1,301

This school is registered as having a Roman Catholic religious character. The school's most recent section 48 inspection was in December 2024.

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1,301

The school makes use of 4 registered alternative provisions.

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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.

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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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national average

2024/25 (revised) 37.5% 45.4% Close to average

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national average

2023/24 (final) 44.7% 45.9% Close to average

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national average

2022/23 (final) 47.4% 45.3% Close to average

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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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national average

2024/25 (revised) 43.6 46.0 Close to average

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national average

2023/24 (final) 47.1 45.9 Close to average

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national average

2022/23 (final) 45.8 46.3 Close to average

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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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national average

2023/24 (final) -0.25 -0.03 Close to average

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national average

2022/23 (final) -0.19 -0.03 Close to average

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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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national average

2024/25 (revised) 22.6% 25.8% Close to average

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national average

2023/24 (final) 31.0% 25.8% Close to average

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national average

2022/23 (final) 33.8% 25.2% Close to average

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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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national average

2024/25 (revised) 36.0 34.9 Close to average

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national average

2023/24 (final) 39.5 34.6 Close to average

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national average

2022/23 (final) 39.1 35.0 Close to average

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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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national average

2023/24 (final) -0.69 -0.57 Close to average

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national average

2022/23 (final) -0.50 -0.57 Close to average

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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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national average

2024/25 (revised) 31.70 34.99 Close to average

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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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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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national average

2023/24 (3 term) 9.4% 8.9% Close to average

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national average

2022/23 (3 term) 9.7% 9.0% Close to average

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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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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