Coloma Convent Girls' School

Coloma Convent Girls' School

Address: Upper Shirley Road, Croydon, Surrey, CR9 5AS Unique reference number (URN): 149347

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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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Personal development and wellbeing Strong standard

The school is committed to developing pupils' character and enabling them to flourish as compassionate, responsible members of the community.

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Personal development and wellbeing Strong standard

Leaders place a high priority on ensuring that pupils develop into well-rounded individuals. Pupils are able to reflect on their own beliefs and experiences, demonstrate respect for others’ values and understand right and wrong. They speak thoughtfully and knowledgeably about ethical issues covered through the personal development programme, tutor time and wider experiences. They listen to others' views and treat them with consideration. There is an extensive range of leadership opportunities and extra ‑ curricular activities, which help pupils to develop socially. Sixth-form students are role models for younger pupils.

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Personal development and wellbeing Strong standard

The personal development programme is carefully organised, age-appropriate and responsive to pupils’ needs as individuals and as a group. For instance, leaders have provided thoughtful and detailed education to pupils about women and girls' rights in varying contexts, such as in relationships, at work and within healthcare. Pupils develop comprehensive knowledge of healthy relationships, including online and offline risks to their safety and wellbeing. This supports them to think critically about how they could make safe decisions in a range of circumstances that they may encounter.

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Personal development and wellbeing Strong standard

The curriculum is enriched through trips and activities, including visits to West End shows and residentials such as a popular ski trip. A range of clubs promotes pupils' talents and helps them to develop new interests and skills. The school has an extensive and highly successful music provision, which enables pupils to become proficient in a wide range of instruments and to perform in notable events and venues. Participation is monitored carefully and leaders make sure that all groups of pupils take up opportunities widely. The 'Coloma Charter' motivates pupils to engage with a broad and rich set of experiences.

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Personal development and wellbeing Strong standard

Careers education is comprehensive across all year groups. Meaningful employer encounters, high ‑ quality work experience and strong external partnerships prepare pupils well for future pathways.

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Achievement Expected standard

Pupils typically develop detailed knowledge across the school's curriculum and are prepared for their next steps. For instance, most pupils know in detail about key historical events, which helps them to consider their significance. Likewise, pupils' knowledge of mathematics and English ensures that they have a confident grasp of more complex tasks such as problem solving and nuanced interpretation of literature. However, there are some differences between how well different groups of pupils secure key knowledge and understanding. In some instances, groups of pupils, including those with special educational needs and/or disabilities (SEND), disadvantaged pupils and those with lower prior attainment, recall key curriculum knowledge less confidently. This is reflected in published outcomes in national tests. Over time, pupils who have average starting points achieve above national expectations, reflecting the ambitious and well-planned curriculum. Pupils in

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Achievement Expected standard

some other groups achieve in line with national averages, reflecting the challenges that some small groups of pupils experience in accessing the curriculum and remembering key content within it.

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Attendance and behaviour Expected standard

Pupils attend well, including pupils with special educational needs and/or disabilities and disadvantaged pupils. The school promotes the importance of high attendance and pupils understand this well. Leaders have put in place suitable systems to track pupils' attendance and punctuality. They address any low attendance with timely communication and put in place effective support, where needed.

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Attendance and behaviour Expected standard

Pupils' attitudes to their studies are commendable. They are motivated to achieve well, engage in classroom activities purposefully and take up wider opportunities. The school is a calm, orderly and positive environment. Pupils treat others with respect and care. Bullying, prejudice and discrimination are not commonplace. Leaders quickly and effectively address any such instances. Staff know pupils and support them well. They use consistent approaches to enable the majority of pupils to behave well. Leaders ensure that some pupils benefit from additional support to manage their behaviour. However, this support is not consistent and a small minority of pupils repeat behaviours which fall below the school's expectations. Some pupils require more carefully tailored adaptations and adjustments to help them be successful in behaving well.

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Curriculum and teaching Expected standard

The school provides a well-designed curriculum. Content is logically ordered so that teachers know precisely how to build pupils' knowledge towards ambitious end points. Teachers draw upon their well-established subject knowledge to explain concepts clearly to pupils and provide work that helps pupils to learn the main aims of the curriculum. In some cases, the checks teachers make on pupils' understanding are not as thorough as they could be. As a result, some groups of pupils, including those with lower starting points in learning and with special educational needs and/or disabilities (SEND), are not consistently provided with timely support to ensure that they fully understand and remember important curriculum content.

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Curriculum and teaching Expected standard

Leaders review the impact of the curriculum and take action to improve it where needed. For instance, leaders introduced a phonics programme which enables pupils at the earlier stages of learning to read to access the curriculum with confidence. Across the school and sixth form, teaching promotes pupils' vocabulary development. Teachers ensure that pupils routinely practice important reading, writing and mathematical processes in order to secure and develop their knowledge in these areas.

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Inclusion Expected standard

Overall, the school provides a range of support for pupils which generally meets their needs well. This includes targeted academic support and, where needed, help from specialists for pupils with special educational needs and/or disabilities (SEND). Staff make adjustments to reduce barriers to learning and/or pupils' wellbeing. Some of these approaches have been recently put in place. Leaders monitor the impact of new approaches well. However, because some approaches are new, information about how well they are working is more limited. As a result, some of the support for pupils' learning and behaviour is not as carefully tailored as it needs to be to enable pupils to reach their full potential.

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Inclusion Expected standard

Leaders foster an inclusive culture through policies, training and support for staff. These ensure that staff know which pupils may need additional help, and receive guidance about how to provide it. Leaders have established systems to identify any barriers to learning and/or wellbeing that pupils may have, including for pupils with English as an additional language and pupils known to children's social care. Leaders ensure disadvantaged pupils benefit from additional funding. The school provides vulnerable pupils with additional pastoral care and support to participate in school life, such as to attend well and engage with a wide range of enrichment activities.

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Leadership and governance Expected standard

Leaders prioritise the interests of pupils in their decision-making. They ensure that pupils are well known by staff and that they have trusted adults to speak to about any support that they need.

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Leadership and governance Expected standard

Leaders, including those with responsibility for governance, have an accurate view of the school's strengths and areas for improvement. Leaders are focused on improving the quality of the curriculum across the school. The positive impact of this work is evident, particularly in the quality of the curriculum in subjects such as English and mathematics. Leaders have rightly identified that there is more work to do to ensure that the delivery of the curriculum supports all groups of pupils consistently well, including in the sixth form.

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Leadership and governance Expected standard

Leaders have high expectations for staff and pupils alike. They have designed systems and processes that ensure positive experiences for pupils across all areas of school life. Trustees have clear oversight of their statutory responsibilities. They know the school well and hold it to account effectively. Staff, including those in the early stages of their careers, are well supported. They are proud of their work at the school. Leaders develop staff knowledge and expertise effectively. They take suitable account of staff wellbeing and workload and have improved some processes to ease pressures on staff. There are some members of the school community, including a minority of staff and parents, who would like communication to improve further. Leaders are aware and are taking action to address this.

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Post 16 provision Expected standard

The post-16 provision offers a largely academic pathway with some carefully chosen vocational courses to suit students' aspirations and aptitudes. Students develop secure knowledge across the subjects they study. The school ensures that teaching builds well on students' prior knowledge. Many students achieve positive outcomes, though some students with the highest starting points do not achieve as well as their peers nationally. Leaders are addressing this purposefully. They are making improvements to the quality of teaching in the sixth form. Their work is having a positive impact. Students go on to a range of ambitious destinations, well aligned to their interests.

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Post 16 provision Expected standard

Students access a comprehensive personal development offer in the sixth form. They benefit from enrichment activities that range from mindfulness to cooking and sports. Students are well involved in the wider life of the school, particularly in roles to organise events such as World Book Week, and they lead groups such as the Afro-Caribbean Society. They support younger pupils, such as by helping them to read more confidently. These opportunities help to prepare students for adulthood and to feel that they are an important part of the community. The school maintains strong links with students once they leave. Many return to deliver workshops and talks to current students to support them in making firm choices about their next steps.

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Post 16 provision Expected standard

Leaders ensure that students have access to high-quality careers advice and guidance. This includes engagement with local employers and visits to universities. Students are well prepared for their next steps into employment or on to further studies.

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

Pupils enjoy coming to this harmonious school where they are safe and happy. Pupils are typically industrious, motivated to succeed in their studies and enjoy highly positive relationships with one another and staff. In the vast majority of cases, pupils rise to the school's high expectations of them. Where some pupils need extra help to behave well, the school provides it, although the support some pupils receive does not always meet their needs precisely. Students in the sixth form are positive role models for younger pupils. When pupils or parents and carers have any concerns about bullying, leaders take them seriously and take effective steps to resolve them swiftly.

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

Pupils are enthusiastic about their studies and ambitious to do well. Teachers nurture pupils' interest in learning the curriculum through their own well-developed subject expertise. In most instances, teachers accurately assess how well pupils understand curriculum content. However, there are some instances where pupils do not grasp what teachers want them to and this is not consistently addressed.

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

On the whole, pupils achieve well and are well prepared for their next steps in learning, training or employment, with some groups of pupils achieving better than their peers nationally in published examination outcomes. Pupils and students in the sixth form, go on to destinations which reflect their ambitions and interests.

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

The school places a high priority on pupils’ personal development and wellbeing. As such, there is an extensive programme of teaching and experiences to develop pupils’ knowledge of how to stay safe, healthy and well. Likewise, enriching experiences are broad, of high quality and have a clear impact on pupils’ engagement with school, increasing their confidence and allowing them to develop new talents and interests. Pupils enjoy the opportunities they have to be positive members of a community, whether representing the school in its sizeable choir, or leading collective worship for fellow pupils.

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Next steps

Leaders should ensure that teachers make timely and thorough checks on pupils' understanding of the curriculum and address any gaps in their knowledge. Leaders should ensure that all groups of pupils consistently benefit from adaptations to teaching and support, including for behaviour, which are accurately tailored to meet their needs, so that they may reach their full potential.

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About this inspection

This school is part of St Oscar Romero Catholic 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, Ms Clare Verga, and overseen by a board of trustees, chaired by Ms Allison MacQuire.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with pupils, staff, parents and carers, and leaders, including members of the Local Governing Committee and Trust Board, and a representative of the Diocese 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 Roman Catholic religious character. The predecessor school's last Section 48 inspection took place in October 2019. This school is yet to have a Section 48 inspection.

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About this inspection

At the time of the inspection, the school did not make use of any alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. The predecessor school, also known as Coloma Convent Girls' School, closed in 2022. This school opened as an academy converter in 2022. There have been a number of changes to leadership, including new governance arrangements.

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Lead inspector:

Rebecca Iles-Smith, His Majesty's Inspector

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Team inspectors:

Nigel Clemens, Ofsted Inspector Nathan Cole, Ofsted Inspector Christian Hicks, Ofsted Inspector Siobhan Price, 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. Headteacher: Danielle Bumford-Sinclair National average: 1,153

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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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national average

2024/25 (revised) 27.6% 25.8% 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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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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national average

2024/25 (revised) 33.81 34.99 Close to average

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national average

2023/24 (final) 34.49 34.38 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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national average

2024/25 (revised) 0.0 0.0 Close to average

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national average

2023/24 (revised) 0.1 0.0 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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national average

2023/24 (3 term) 8.3% 8.9% Close to average

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national average

2022/23 (3 term) 8.8% 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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national average

2024/25 (2 term) 18.7% 21.9% Close to average

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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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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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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