Schools & FE · Report card

The Catholic High School, Chester

Inspected 19 May 2026 · published 29 Jun 2026 · URN 139343

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Summary

No overall grade in this frameworkSafeguarding met

Ahmed Marikar (lead), Andy Cunningham, Rebecca Smith, Richard McGuire, Stephanie Gill

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
Post 16 provision verified
Expected standard
Framework verified
Report card
Inspection datesingle source
19 May 2026
Inspectors verified
Ahmed Marikar, Andy Cunningham, Rebecca Smith, Richard McGuire, Stephanie Gill
Postcode verified
CH4 7HS
Name on report verified
The Catholic High School, Chester
Safeguarding verified
Met
URN verified
139343

Page 1 of 15

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
Post 16 provisionExpected

Tone of the report

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

+74Very positivemore positive than 51% of reports of this type

In line with other reports of this type.

Praiseeffectivelypositivelysecureeffectivesuccessfullyhigh expectationswarmenjoy

Criticismconcernsgapspersistent absenceerrorsbelownot precisely

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

Findings1607w+75
Leadership210w+72
Safeguarding51w−11
What needs to improve60w+23

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

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

Leadership & governance34
“Pupils follow well- established routines and respond positively to the high expectations set by leaders.” p.2
Progress & outcomes13
“Almost all progress successfully on to education, employment, or training.” p.2
Curriculum12
“Leaders have established an ambitious curriculum.” p.2
SEND & inclusion9
“Pupils thrive in this warm, friendly and inclusive school.” p.5
Teaching & assessment8
“Leaders have a secure understanding of the strengths of the curriculum and teaching, and where refinement is needed.” p.2
Behaviour8
“Pupils follow well- established routines and respond positively to the high expectations set by leaders.” p.2
Staff development6
“Almost all progress successfully on to education, employment, or training.” p.2
Personal development6
“Pupils typically gain a secure understanding of fundamental British values.” p.4

Anatomy of the report

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

Pages: 15
Words of findings: 1,928; about usual (typical 1698)
Reading level: Hard; Flesch 42, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 9%; “some”, “not always”, “most”…

Where the words go

Findings 51%Leadership 7%Safeguarding 2%What needs to improve 2%About the inspection 39%

Full report text

The Catholic High School, Chester

Address: Old Wrexham Road, Handbridge, Chester, Cheshire, CH4 7HS Unique reference number (URN): 139343

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

Pupils’ attainment in national examinations is improving and most pupils progress well from their starting points. Disadvantaged pupils also achieve well, with their outcomes in many subjects similar to national averages. Pupils with special educational needs and/or disabilities, including those in the specially resourced provision, typically achieve well.

p.2

Achievement Expected standard

In the sixth form, published examination results dipped below average in 2025. Leaders took effective action to improve how well some course were taught. This has led to current students achieving well.

p.2

Achievement Expected standard

Across the curriculum, pupils typically gain appropriate knowledge and skills. They develop strong foundations in literacy. Opportunities such as debating allow pupils to build their communication skills confidently. Pupils who speak English as an additional language are well supported to develop their spelling, vocabulary and oracy skills.

p.2

Achievement Expected standard

Pupils are well prepared for the next stage of their education. Almost all progress successfully on to education, employment, or training.

p.2

Attendance and behaviour Expected standard

Leaders have strengthened their systems for monitoring attendance. Rates of attendance for all pupils and those with special educational needs and/or disabilities are in line with the national average. The attendance of disadvantaged pupils is improving and their levels of persistent absence have reduced from previous years. However, leaders acknowledge that further improvement is needed to help some disadvantaged pupils come to school more often.

p.2

Attendance and behaviour Expected standard

A sense of community underpins the school’s approach to behaviour. Pupils follow well- established routines and respond positively to the high expectations set by leaders. Staff build warm relationships with pupils. The rewards system is used effectively to encourage pupils to come to school and behave well. Pupils typically conduct themselves positively in corridors and around the school. This results in a calm and orderly atmosphere. During breaktimes and lunchtimes, pupils enjoy each others’ company, whether chatting together or playing sports. In lessons, most pupils engage in tasks well and remain focused on their learning. Bullying is rare and when concerns arise, staff sort it out quickly. Pupils are typically considerate of each other. Derogatory language is not commonly heard. Staff deal with it quickly if it happens.

p.2

Curriculum and teaching Expected standard

Leaders have established an ambitious curriculum. Since the last inspection, they have improved its design successfully. The curriculum builds on prior learning, helping pupils to develop their knowledge of a wide range of subjects. Teachers typically have secure subject knowledge, which they use to present information clearly. They draw on what pupils already know and use a range of engaging activities to support pupils’ understanding. However, on occasions, learning is not adapted precisely enough to fully meet the needs of some pupils with special educational needs and/or disabilities. Leaders have a secure understanding of the strengths of the curriculum and teaching, and where refinement is needed. They recognise that further work is required to ensure that the intended curriculum is delivered consistently well.

p.2

Curriculum and teaching Expected standard

Assessment is generally used well to check prior knowledge and to inform future learning. While teachers routinely check for understanding, there are occasions when pupils do not have sufficient opportunity to learn from any errors they may have made. Leaders identify gaps in pupils’ reading and writing skills effectively. Pupils' progress is tracked closely to ensure that any gaps in this essential knowledge are identified and reduced. Work is under way to strengthen numeracy support across the school.

p.3

Inclusion Expected standard

Care for pupils lies at the heart of the school’s inclusion strategy. Leaders identify pupils’ varied needs quickly and precisely. They share comprehensive information with staff. Staff are trained to use a range of strategies to help pupils overcome any barriers to learning that they experience. When pupils need extra support, leaders work effectively with external agencies as well as parents and carers to meet pupils' needs.

p.3

Inclusion Expected standard

Leaders have strengthened the support for pupils who need additional help in class. This enables pupils to engage with their learning. Typically, pupils with special educational needs and/or disabilities (SEND) are supported effectively. However, at times, learning is not adjusted closely enough to meet some pupils' specific needs. Leaders continue to refine the way they evaluate the impact of their strategies.

p.3

Inclusion Expected standard

The school’s specially resourced provision for pupils with SEND provides well-considered care and teaching for pupils who need more specific input. It is highly valued by the pupils who attend. Leaders also ensure that the 'Trinity' provision offers high-quality support for pupils’ social, emotional and mental health needs. This helps pupils to feel settled and ready for their next lesson.

p.3

Inclusion Expected standard

Leaders ensure that additional funding, such as the pupil premium, is used effectively, for example by ensuring that disadvantaged pupils can participate in school trips and other activities. Alternative provision is commissioned appropriately and is used only when it is in the pupil’s best interests.

p.3

Leadership and governance Expected standard

Leaders, together with trustees and governors, act in the best interests of pupils. They are united in their commitment to ensuring that the school offers the very best opportunities for pupils inside and outside the classroom. Leaders have an accurate view of the school's strengths and areas that need further improvement. Those responsible for governance bring relevant expertise to their roles. They immerse themselves in the life of the school. Governors are well informed about how well the school is doing and are active participants in its continual improvement. They ask astute questions and support and challenge leaders in equal measure.

p.3

Leadership and governance Expected standard

Staff, including those new to the profession, are proud to be part of the school community. They feel genuinely valued. Leaders are considerate in their approach to staff's workload and wellbeing. Staff speak warmly about the professional learning opportunities available to them. These opportunities support their ongoing professional development and deepen their subject knowledge. For example, leaders have been proactive in equipping staff with consistent approaches to enhance literacy in all subjects.

p.4

Leadership and governance Expected standard

Leaders have cultivated positive partnerships with parents and carers, the local community and neighbouring schools. For example, through the Chester Schools Partnership, leaders have secured opportunities to broaden pupils' horizons and further enrich their experiences in school.

p.4

Personal development and wellbeing Expected standard

Leaders have built a coherent personal development programme that meets statutory requirements and responds to the specific needs of the school community. For example, leaders respond proactively to local safeguarding priorities by adapting the curriculum to address risks that pupils may encounter in their lives. This includes raising awareness of the potential harmful effects of social media. Pupils learn how to stay safe, lead healthy lives and maintain positive relationships. Pupils are well cared for. Those who sometimes need additional help with their behaviour receive sensitive support through the 'Trinity' provision which helps them to settle, feel at ease and engage more fully in their learning.

p.4

Personal development and wellbeing Expected standard

Pupils embrace the school’s values. They show respect for differences between people. Pupils typically gain a secure understanding of fundamental British values. They have regular opportunities to explore and celebrate diverse cultures and beliefs. These opportunities also deepen pupils’ tolerance and understanding of others. Pupils relish taking on responsibility and make a real difference both in school and in their community. For example, some pupils contributed to a university project on artificial intelligence. Leaders track pupils' participation in enrichment activities carefully to ensure equitable access to these opportunities. This helps to ensure that pupils with special educational needs and/or disabilities and disadvantaged pupils benefit from all that is on offer.

p.4

Personal development and wellbeing Expected standard

Pupils gain valuable careers guidance. Leaders have established purposeful partnerships with local employers. Pupils, including students in the sixth form, benefit from work experience and gain an appreciation of the skills needed for the world of work. Leaders make appropriate adjustments to ensure that pupils who face barriers to their learning can participate fully in these activities and placements. The vast majority of pupils move on to appropriate education, employment or training, including apprenticeships.

p.4

Post 16 provision Expected standard

Leaders have ensured that the school's sixth form is inclusive. Students take up a broad range of well-designed courses of study. Those following vocational qualifications generally make progress that is close to the national average. However, in the most recently published A-level examination results, students on some academic courses did not achieve as well. Leaders are taking effective action to address this. Teaching continues to improve. Most learning activities are appropriate and help to deepen students' learning. Teachers are strengthening how they check and respond to students’ understanding. A more structured approach to study periods is helping students to use their independent study time more productively. The impact of these recent strategies is evident in the high ‑ quality work produced by current students. They generally progress well through the curriculum.

p.4

Post 16 provision Expected standard

Students are actively engaged in the life of the school. For example, they contribute to the student council and take an organising role in charity and sporting events. Students benefit from a programme that covers relationships, ethics and financial planning. These experiences help them prepare well for their future lives.

p.5

Post 16 provision Expected standard

Students receive valuable careers advice that helps them to navigate and plan for their next steps. Students who face additional barriers to their learning are looked after with care. They value the support that they receive.

p.5