St Katherine's School

St Katherine's School

Address: Pill Road, Ham Green, Bristol, Somerset, BS20 0HU Unique reference number (URN): 142853

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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 progress well through the curriculum from their starting points. They typically produce high-quality work across subjects and remember new learning confidently.

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Achievement Expected standard

Pupils achieve in line with pupils nationally over time. This includes pupils' attainment in GCSE English and mathematics. Pupils also achieve securely in other subjects across the curriculum. For example, in 2025, pupils achieved outcomes in sport and engineering that are significantly above the national average.

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Achievement Expected standard

Published outcomes for disadvantaged pupils are broadly in line with national averages. However, the academic progress of pupils at post-16 is not consistent. Leaders have responded by strengthening the quality of teaching in the sixth form so that pupils consistently achieve highly.

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Achievement Expected standard

The school supports pupils to move to ambitious destinations to continue their studies. Pupils are well prepared for their next steps.

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Attendance and behaviour Expected standard

The attendance of pupils is improving for all groups. This reflects the systematic and rigorous approach leaders have put in place. They carefully analyse attendance information and understand the barriers that pupils might face in attending school every day. Leaders use a range of strategies effectively to support positive attendance. Targeted actions for pupils who are persistently absent have had a positive impact. For example, ensuring pupils are successful in lessons and creating a strong sense of belonging have led to improved motivation to be present. More pupils want to come to school as they know staff care.

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Attendance and behaviour Expected standard

Pupils and staff have a shared understanding of the school's values. Most pupils are respectful towards staff and each other. Suspensions are low and are used appropriately. Bullying is rare and is addressed quickly. Pupils know whom to speak to and they trust staff to resolve their concerns. Pupils’ attitudes to learning are positive. Staff create an environment where pupils are confident to participate and collaborate in class. Staff know and care for pupils. They make reasonable adjustments and provide tailored help when needed. Any adjustments which take pupils out of class are checked regularly to ensure they are back in lessons as soon as possible.

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Curriculum and teaching Expected standard

Leaders regularly check the quality of the curriculum and teaching across the school. This helps them know what is working well and what needs to improve. Teachers generally implement the curriculum well. Leaders ensure that teachers, including those new to the profession, have the knowledge they need to deliver the curriculum in line with the school's ‘Quality First Teaching’. These include agreed routines across subjects that help pupils to build their knowledge successfully and to progress well. For example, teachers regularly use whole-school strategies to help pupils to remember their prior learning. This includes starting lessons with activities to strengthen pupils’ knowledge of previously taught content. These consistent approaches employed across classrooms particularly help those pupils who benefit from regular opportunities to reinforce new knowledge. Learning activities deepen pupils’ understanding and prepare them well for new learning. As a result, pupils engage

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Curriculum and teaching Expected standard

positively in lessons, recall their earlier learning confidently and understand how to improve their work. However, these same approaches are not consistently applied as well in post-16 lessons.

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Curriculum and teaching Expected standard

Most pupils have the skills they need to communicate and use numbers well. Leaders make sure that pupils who need to develop these skills have additional learning opportunities to help them to catch up quickly. In lessons, teachers identify any pupils who may need additional help. Staff ensure these pupils are supported well by adapting their teaching and choosing resources that help them to access the curriculum equally.

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Inclusion Expected standard

Leaders place inclusion at the heart of the school’s work. They identify the needs of pupils with special educational needs and/or disabilities (SEND) promptly and accurately. Leaders plan appropriate training and guidance for staff. This ensures that the adults working with pupils help them to overcome any barriers to their learning. The pastoral and academic support that pupils receive means they learn the same ambitious curriculum as their peers. This includes students in post-16 classes.

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Inclusion Expected standard

Leaders put additional support in place where pupils need this. They make checks on how well this support is working and if it remains appropriate. This helps leaders to have clear oversight of the achievement of pupils with SEND.

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Inclusion Expected standard

Leaders place significant importance on all pupils feeling a strong sense of belonging at the school. However, some pupils with SEND, as well as some disadvantaged pupils, do not attend school regularly enough. This means they do not fully benefit from the provision that leaders put in place.

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Inclusion Expected standard

Leaders use additional funding thoughtfully to support disadvantaged pupils. Their strategy is generally effective, particularly in improving pupils’ access to wider experiences. For example, disadvantaged pupils benefit from the offer to learn and play a variety of musical instruments and take part in The Duke of Edinburgh's Award.

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Inclusion Expected standard

The school works constructively with parents, carers and other professionals to meet pupils' needs. Leaders arrange alternative provision carefully and appropriately to support pupils’ engagement with education.

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Leadership and governance Expected standard

Leaders and those responsible for governance have a clear vision for the future of the school. They have the best interest of all pupils at the heart of any decisions they make. Leaders understand the strengths and areas for development of the provision. They use this knowledge to prioritise actions which make a noticeable difference to pupils. For example, improvements to attendance procedures have resulted in a recent rise in attendance. More pupils are now benefiting from the opportunities offered at school by attending every day. Leaders have also developed the post-16 provision so that students can make better progress from their starting points. Leaders continue to embed improvements in these aspects of the school’s work.

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Leadership and governance Expected standard

Staff enjoy working at the school. Leaders engage with staff to identify opportunities to improve their workload and wellbeing. The school provides targeted professional learning that staff need to be successful in their roles. They support teachers early in their career to become confident and skilled professionals.

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Leadership and governance Expected standard

Leaders engage with parents effectively. This helps them to work together to support pupils with any issues they may face. Parents value this approach and are happy with the school’s work.

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Leadership and governance Expected standard

Trustees and governors understand their roles and responsibilities. They work with leaders to provide the challenge and support needed to make sustainable improvements to the school. They share a vision that ensures the school is welcoming and inclusive for pupils. Leaders, including those responsible for governance, are successful in creating a sense of belonging for all who attend the school.

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Personal development and wellbeing Expected standard

A well-designed programme for personal development supports pupils’ appreciation and understanding of difference. This includes developing pupils’ knowledge about those with different faiths and cultures who live both locally and in the wider world. Leaders achieve this through the curriculum, assemblies and additional enrichment activities, such as a whole-school 'culture day'. Pupils have a secure understanding of the fundamental British values and the protected characteristics. They thoughtfully and maturely discuss issues facing groups who are protected by law.

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Personal development and wellbeing Expected standard

Pupils learn how to look after their mental wellbeing and how to stay safe in the community and online. They receive useful, age-appropriate relationships and sex education.

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Personal development and wellbeing Expected standard

The curriculum is enhanced by a range of trips and enrichment activities. For example, pupils in Years 10 and 11 take part in a trip to Morocco to help build facilities for local communities and learn about other cultures. After-school clubs provide an extensive range of sports for pupils to experience. There are further opportunities to develop interests in music through learning instruments, attending choirs and orchestras and taking part in school productions. The school ensures all pupils, including those who are disadvantaged, can enjoy these experiences both in the school day and outside of it. Leaders track pupils' participation in enrichment activities. They are starting to use this information more effectively to ensure all pupils benefit from these experiences.

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Personal development and wellbeing Expected standard

Sixth ‑ form students enjoy a well ‑ developed enrichment programme, including international trips and weekly visits from external speakers. They take part in work experience and leadership opportunities. This helps to build their confidence and sense of responsibility.

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Personal development and wellbeing Expected standard

Careers education meets statutory requirements and is a strength of the school. Pupils, including those with special educational needs and/or disabilities, receive impartial guidance and take part in careers fairs, work experience and preparation activities to help them make informed decisions about their futures.

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Post 16 provision Expected standard

Leaders ensure that students in the sixth form study a curriculum that is ambitious. Actions to improve the quality of teaching here are effective. As a result, teachers typically deliver the curriculum well. They have secure subject knowledge and explain new learning as part of a clear sequence. Teachers make regular checks to establish students’ starting points. This ensures they make effective adaptations to learning to address any gaps that students may have. Students with special educational needs and/or disabilities learn the curriculum alongside their peers and achieve well.

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Post 16 provision Expected standard

The work that current students produce shows that most are progressing well through the curriculum. Many students now achieve well in public examinations.

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Post 16 provision Expected standard

The school ensures that students are well informed about their future options. For example, they visit further education providers and attend careers events. Students have meaningful opportunities to engage with employers and undertake work experience.

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Post 16 provision Expected standard

The school offers students a range of opportunities to develop their leadership skills. They learn about important issues that prepare them for adulthood, such as looking after their mental health, diversity, gender stereotyping and ableism. Students receive effective pastoral and academic support. This addresses any barriers to learning that they may have.

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

Pupils at St Katherine’s are very proud of their school community. They are motivated to achieve and want to succeed. Pupils enjoy their lessons and the wider experiences on offer.

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

Leaders, with the support of the trust, have planned an ambitious curriculum. This allows pupils to develop their knowledge and understanding across a broad range of subjects. Most pupils achieve well. In most lessons, pupils actively take part and link new learning to their previous knowledge effectively. Pupils typically complete the qualifications they need to move on to their next steps successfully. This includes in the sixth form, where students benefit from a dedicated learning environment and specialist staff.

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

Most pupils attend regularly. They know how important it is to come to school to learn. The individual barriers that pupils have in relation to their learning or wellbeing are carefully identified. Staff support pupils well. They help pupils to overcome any challenges, for example with mental health support or interventions to address gaps in knowledge.

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

Pupils feel safe and have positive relationships with staff and their peers. Leaders encourage pupils to be themselves and to treat others with respect. Bullying, and unkindness to others, is rare. If it does happen, staff take swift action. The school has high expectations for behaviour. Classrooms are calm and orderly, which means that pupils learn without disruption. Pupils are well prepared for adult life through the high-quality personal development programme. Activities such as house competitions and sporting activities help to develop pupils' talents and interests. Sixth-form students and older pupils act as role models, including mentors, for younger pupils. Pupils receive well-planned careers guidance. This gives them a clear understanding of the world of work.

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Next steps

Leaders should continue to embed improvements to the post-16 provision so that all students consistently achieve well. Leaders should ensure that their actions to improve attendance are embedded and sustained so that attendance for all groups of pupils continues to improve.

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About this inspection

This school is part of Amplify Education, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Neil Blundell, and overseen by a board of trustees, chaired by Sir David Eastwood.

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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

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

Inspectors spoke with the headteacher, a trustee of Amplify Education trust and the chair of the local governing board as well as additional governors and other members of the school's leadership team during the inspection.

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About this inspection

The school has undergone a significant change since the last inspection. Following a merger of its predecessor trust, the school joined Amplify Education trust in March 2026.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of 3 registered and 8 unregistered providers of alternative provision.

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Team inspectors:

Matthew Collins, Ofsted Inspector Tracy Hannon, Ofsted Inspector Chris Challis, Ofsted Inspector Jerry Giles, 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.

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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) 47.1% 45.4% Close to average

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national average

2023/24 (final) 45.6% 45.9% Close to average

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national average

2022/23 (final) 50.9% 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) 50.0 46.0 Close to average

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national average

2023/24 (final) 48.0 45.9 Close to average

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national average

2022/23 (final) 48.1 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) -0.07 -0.03 Close to average

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national average

2022/23 (final) -0.08 -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

2023/24 (final) 18.5% 25.8% Close to average

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national average

2022/23 (final) 33.3% 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) 35.0 34.9 Close to average

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national average

2023/24 (final) 38.6 34.6 Close to average

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national average

2022/23 (final) 39.6 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) -0.36 -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

2023/24 (final) 30.74 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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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) 9.6% 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

2023/24 (3 term) 29.1% 25.6% Close to average

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national average

2022/23 (3 term) 27.0% 26.5% 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

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

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

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