Schools & FE · Report card

Holy Family Roman Catholic and Church of England College

Inspected 31 Mar 2026 · published 23 Jun 2026 · URN 131726

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Summary

No overall grade in this frameworkSafeguarding met

Neil Johnson (lead), Lisa Corrigan, Scott Maclean, Usman Kothia

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
31 Mar 2026
Inspectors verified
Lisa Corrigan, Neil Johnson, Scott Maclean, Usman Kothia
Postcode verified
OL10 2AA
Name on report verified
Holy Family Roman Catholic and Church of
Safeguarding verified
Met
URN verified
131726

Page 1 of 14

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+50Positivemore positive than 21% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivelyambitiouseffectiveclearsuccessfullypositivelyhigh expectations

Criticismconcernspersistently absentgapsnot alwaysinconsistenciespersistent absencetoo manynot well prepared

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1348w+49
Leadership237w+78
Safeguarding51w−11
What needs to improve86w+17

Strengths

Quoted from the report. Tap to see it on the page.

Leaders have high expectations of pupils’ conduct in school. p.2

Concerns

Quoted from the report. Tap to see it on the page.

Even so, too many disadvantaged pupils are persistently absent from school. p.2

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance36
“Leaders should ensure that staff consistently provide opportunities for pupils to secure the knowledge and attributes they need to be well prepared for life in modern Britain.” p.5
Curriculum10
“Pupils benefit from an ambitious curriculum that is typically taught well.” p.5
Behaviour10
“Leaders have high expectations of pupils’ conduct in school.” p.2
Progress & outcomes10
“This is reflected in the ambitious next steps in training, education or employment that most pupils progress to when they leave the school.” p.2
Attendance8
“Even so, too many disadvantaged pupils are persistently absent from school.” p.2
Personal development8
“The comprehensive approach to personal development means pupils are prepared well for their next steps.” p.5
Teaching & assessment5
“Typically, teachers use their subject knowledge effectively to deliver new learning.” p.2
Wellbeing & mental health5
“Leaders have ensured that all pupils, regardless of any barriers to learning or wellbeing, access the same ambitious knowledge.” p.2

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 14
Words of findings: 1,719; about usual (typical 1698)
Reading level: Fairly hard; Flesch 52, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 12%; “some”, “not always”, “most”…

Where the words go

Findings 47%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 40%

Full report text

England College

Address: Pot Hall, Wilton Grove, Heywood, Lancashire, OL10 2AA Unique reference number (URN): 131726

p.1

Safeguarding standards met

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

p.1

How we evaluate safeguarding

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

p.1

How we evaluate safeguarding

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

p.1

Achievement Expected standard

In the main, pupils progress well through the curriculum. They tend to complete their work to a high standard. Pupils are able to make connections across topics. Most pupils build knowledge securely over time.

p.2

Achievement Expected standard

Pupils’ attainment in examinations at the end of key stage 4 is typically in line with national averages. Previously, pupils’ progress in assessments at the end of key stage 4 has been below that of their peers nationally. Nevertheless, currently, pupils’ learning demonstrates secure progress from their starting points across most subjects.

p.2

Achievement Expected standard

On the whole, pupils secure the knowledge and skills needed to move successfully to the next stage of their learning. This is reflected in the ambitious next steps in training, education or employment that most pupils progress to when they leave the school.

p.2

Attendance and behaviour Expected standard

Leaders have suitable systems to analyse, track and improve attendance. These include personalised support for some pupils who need it. For example, a nurture room helps some pupils make a positive start to their day. Leaders work positively with parents and carers to address matters that stop pupils coming to school regularly. As a result of leaders’ consistent work, attendance is improving for most pupils and is slightly above the national average. However, persistent absence is a barrier for some disadvantaged pupils. This inhibits their chances of success. Leaders are taking appropriate steps to put this right. Even so, too many disadvantaged pupils are persistently absent from school.

p.2

Attendance and behaviour Expected standard

Leaders have high expectations of pupils’ conduct in school. Leaders use the ‘seven steps to a successful day’ to make clear to everyone how they should behave at school. Staff are consistent in their approaches to managing behaviour. Typically, pupils behave appropriately. As such, the school day is calm and orderly. Most pupils have positive attitudes to learning. However, a small number of pupils do not always show the attributes of self-discipline needed at social times. This is at odds with the usually positive environment. Discrimination, harassment and bullying are rare. They are dealt with quickly if they arise.

p.2

Curriculum and teaching Expected standard

Leaders have an accurate view of the quality of the curriculum. The curriculum is broad, balanced and logically ordered. Leaders have ensured that all pupils, regardless of any barriers to learning or wellbeing, access the same ambitious knowledge.

p.2

Curriculum and teaching Expected standard

Typically, teachers use their subject knowledge effectively to deliver new learning. For example, they provide clear explanations, pertinent examples and allow pupils time to apply new learning independently. As a result, generally, pupils learn well.

p.2

Curriculum and teaching Expected standard

On the whole, teachers check what pupils know and can do. This helps teachers to address any gaps in learning. Occasionally, pupils’ learning is not checked well enough. When this is the case, gaps in knowledge emerge and persist.

p.2

Curriculum and teaching Expected standard

Leaders provide suitable training so that staff have the expertise to meet pupils’ needs effectively. Staff use resources and other adults to adapt teaching appropriately. This helps pupils who find learning difficult to succeed.

p.3

Curriculum and teaching Expected standard

Those pupils who are at the earlier stages of learning to read are supported to catch up quickly. However, for some older pupils, inconsistencies in the accuracy of their handwriting have not been identified quickly enough. This hinders pupils’ readiness for the next stage of their learning.

p.3

Inclusion Expected standard

Leaders’ passion for inclusion means that they take effective action to reduce any barriers that pupils face. As a result, pupils are able to take advantage of all that is on offer at the school. Leaders have clear processes in place to identify pupils, who may have barriers to learning and/or their wellbeing. They use this information to implement effective support. Leaders ensure staff are suitably trained to meet pupils' needs. There are designated spaces in school that pupils can access to support them during the school day. Leaders monitor this support carefully. If their actions are not working, they make changes to best meet pupils’ needs. Consequently, most pupils with barriers to their learning achieve well.

p.3

Inclusion Expected standard

Leaders work effectively with a range of external professionals. For instance, therapists, alternative provision and medical teams. This ensures that specialist support is given to those pupils who need it.

p.3

Inclusion Expected standard

Leaders have a comprehensive strategy to help disadvantaged pupils overcome any barriers to learning or wellbeing that they might face. For example, to enhance reading skills. Leaders review pupils' progress regularly. Thanks to leaders' sharper focus on this group, these pupils are learning more in lessons. However, the number of disadvantaged pupils who are persistently absent is too high. This hampers their achievement.

p.3

Leadership and governance Expected standard

Leaders, including those responsible for governance, care deeply about making the right decisions for their pupils. Leaders know what is working well and what could be better. For example, improving attendance and raising achievement in some subjects remains a priority. Leaders have clear plans in place to bring about the change that is needed. They embrace new ideas. Leaders work effectively with partners to bring about success. For example, through their work with a behaviour hub, they have established a positive learning culture in school.

p.3

Leadership and governance Expected standard

Those responsible for governance are clear about their duties. They have the appropriate knowledge and skills to help the school to improve. Governors use their expertise to provide effective challenge and support in equal measure.

p.3

Leadership and governance Expected standard

Parents and carers are, typically, appreciative of how leaders work with them to support their children. For example, parents are pleased that the school provides additional support to overcome barriers and a range of additional enrichment opportunities, including the Duke of Edinburgh’s award.

p.3

Leadership and governance Expected standard

Leaders ensure that staff have the skills they need to be able to do their jobs well. Staff appreciate the professional learning opportunities on offer. These have helped staff to improve their subject expertise. Staff use effective strategies to meet the needs of pupils with special educational needs and/or disabilities. Staff know that leaders care about them. Staff appreciate leaders’ support with their workload and wellbeing. They are happy to work at the school.

p.4