Accrington St Christopher's Church of England High School

High School

Address: Queen's Road West, Accrington, Lancashire, BB5 4AY Unique reference number (URN): 137421

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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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Attendance and behaviour Strong standard

Leaders track pupils’ attendance closely. They identify trends and patterns in attendance and respond swiftly. This includes offering praise to pupils who have improved their attendance and supporting those who are struggling to attend regularly. When necessary, leaders provide carefully designed support for individual pupils. Leaders’ approach to reducing pupils’ barriers to attendance is effective. Attendance rates have been sustained above the national average over time. Pupils rarely miss school. This is equally the case for all groups of pupils, including disadvantaged pupils and those with special educational needs and/or disabilities.

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Attendance and behaviour Strong standard

Leaders have embedded a respectful culture. Pupils conduct themselves well and show respect and kindness in lessons and at social times. For example, they hold doors open for their peers and staff, engage positively in lessons and listen to prayers respectfully. Lessons are calm and focused. Pupils value their education and work hard. Bullying and unkind behaviour are rare. If there are incidents, leaders address them rapidly. When appropriate, leaders provide tailored support for pupils who struggle to manage their emotions. For example, they provide mentoring or engage with external experts. Through leaders’ positive approach to behaviour, pupils, including those who join mid-year, feel fully included in the school community.

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Achievement Expected standard

Pupils achieve well. They gain the qualifications that they need to secure their ambitious next steps. In national examinations at the end of key stage 4 in 2025, pupils' attainment was above the national average in many subjects. They are well prepared for the next stage of their education or training.

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Achievement Expected standard

Disadvantaged pupils’ attainment in public examinations is in line with the national average. The gap between disadvantaged pupils’ attainment and non-disadvantaged pupils’ attainment nationally is narrowing.

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Achievement Expected standard

In most subjects, pupils demonstrate deep understanding. Pupils with special educational needs and/or disabilities make steady progress from their starting points. Leaders ensure that any pupils with gaps in their basic skills, for example in writing and reading, are supported effectively to catch up.

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Achievement Expected standard

In the sixth form, students' attainment in examinations is broadly in line with the national average. Leaders have focused on strategies to raise these outcomes further. Students' work now reflects more ambitious standards and greater depth of knowledge.

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Curriculum and teaching Expected standard

Leaders are well informed about the quality of the curriculum and teaching. The curriculum is broad and ambitious. Leaders have taken appropriate steps to raise ambitions further and make improvements to the curriculum where necessary, for example in English.

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Curriculum and teaching Expected standard

Teachers use their secure subject knowledge to explain concepts clearly and to design activities that support pupils' learning appropriately. There is some variation in how effectively teachers identify and address gaps in pupils’ knowledge. This sometimes means that pupils' misconceptions persist.

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Curriculum and teaching Expected standard

To support pupils who face barriers to their learning, including those with special educational needs and/or disabilities (SEND), leaders ensure that staff have the knowledge they need to meet these pupils’ needs. Staff draw on this, as well as their professional learning, to make sure pupils can learn successfully. They use information, such as pupils' education, health and care plans, to teach in the most helpful ways. As a result, pupils with SEND have their needs met effectively.

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Curriculum and teaching Expected standard

Leaders are aware of pupils who are not fluent readers and writers. They use a range of effective strategies, including phonics teaching, to support pupils in closing the gaps in these skills. Interventions for numeracy are also in place, but are less well developed.

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Inclusion Expected standard

Leaders have high expectations of all pupils. They ensure that pupils who face barriers to learning achieve well. Leaders identify pupils' needs quickly and accurately. This includes the needs of disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Staff work closely together to gain a comprehensive picture of pupils’ needs and how best to meet them.

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Inclusion Expected standard

Staff understand the strategies to use in order to help pupils succeed. Most staff adapt how they teach so that pupils with SEND can access the curriculum alongside their peers. For example, they use writing overlays and braille resources for those pupils who need them.

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Inclusion Expected standard

Leaders work with a range of other professionals to provide specialist help for pupils when it is necessary. Leaders target additional funding carefully to support disadvantaged pupils’ attendance and academic progress. As a result, these pupils attend school regularly and achieve well. Leaders also ensure that disadvantaged pupils have the same access to the school’s many enriching opportunities.

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Inclusion Expected standard

Leaders make thoughtful use of alternative provision. It is used in the best interests of pupils. Leaders maintain close oversight of pupils in alternative provision. They ensure that these placements have a positive impact on pupils' learning and development.

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Leadership and governance Expected standard

Leaders, including governors, have a precise knowledge of the school’s strengths and areas for improvement. They have prioritised purposeful assessment and a focus on greater depth of knowledge for students in the sixth form. Leaders are ambitious for pupils in all year groups. Their decisions are in the best interest of pupils, especially those who are vulnerable.

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Leadership and governance Expected standard

Governors fulfil their statutory duties. They support and challenge school leaders across all areas of school improvement and are immersed in the school's vision and ethos. Governors are strategic in their oversight of safeguarding and monitoring of pupil performance.

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Leadership and governance Expected standard

Staff morale is high. They value the 'family feel' of the school and its sense of community. Staff are proud to work at St Christopher’s and appreciate that leaders listen to them. Leaders ensure that staff, including those in the early stages of their careers, receive the training they need to meet pupils' needs. Staff are positive about the changes leaders have made to support them with their workload and wellbeing.

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Leadership and governance Expected standard

Parents and carers speak highly of school leaders. For example, they value the communication they receive that keeps them informed about what their children are learning. This enables them to support pupils' learning at home.

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Leadership and governance Expected standard

Leaders at St Christopher’s are role models for the pupils in their care. They live out the school’s virtues, demonstrating forgiveness and love in their approach to pastoral matters and hope in their ambition for all pupils and students in the sixth form.

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Personal development and wellbeing Expected standard

Leaders have constructed an ambitious personal development programme. They adapt the programme in response to any local issues that arise in the community. Pupils access a wide range of activities, including a variety of sports, topical lunchtime lectures, opportunities to perform in a jazz band and a concert band, creative clubs and The Duke of Edinburgh’s Award. Pupils also hold leadership responsibilities, such as being school councillors and 'puppy prefects' who care for the school's therapy dog. This has given pupils more confidence and opportunities to show they are responsible. Leaders make sure that all pupils can take part.

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Personal development and wellbeing Expected standard

Pupils' personal, social, health and economic education is a priority for leaders. Leaders have designed a high-quality curriculum to prepare pupils for life in modern Britain. For example, pupils learn about important topics such as democracy and individual liberty. Through the curriculum for relationships and sex education and health education, pupils learn how to keep safe online and offline. While pupils understand what they have been taught, some pupils do not have a deep or detailed knowledge of some topics.

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Personal development and wellbeing Expected standard

The careers programme is well considered. Leaders ensure that pupils gain the knowledge they need to make informed choices about their futures. For example, pupils benefit from careers fairs and visits to universities and colleges, as well as careers assemblies. The school’s careers programme meets the needs of all pupils, including those with special educational needs and/or disabilities and those who face other barriers in their lives. Pupils are successful in securing places on ambitious courses of further study or apprenticeships. High-quality support from pastoral, wellbeing and inclusion staff helps pupils to prosper and succeed.

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Post 16 provision Expected standard

Leaders have established a suitable curriculum that supports students' academic and personal development. On the whole, students are taught well. They can articulate clearly what they have been taught. Teachers provide additional academic support when necessary. This improves students’ confidence and understanding of complex topics. In national examinations, students’ results are broadly in line with the national average. Typically, they are well prepared for their next steps and secure their chosen destinations.

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Post 16 provision Expected standard

Leaders have created a supportive and caring community in the sixth form. Their actions are in the best interests of students. Leaders develop strategies to help students who struggle with their learning or wellbeing. For example, they work with other professionals when appropriate to ensure students get the support they need. As a result, students thrive. They are proud of their sixth form.

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Post 16 provision Expected standard

Students appreciate the wider opportunities that leaders offer. These include different sports, additional qualifications that develop students' study skills and mock trials. This offer allows students to find new interests and to develop existing ones. Leaders also ensure that students are informed about career options. Careers programmes, for example the ‘pathway to medicine’, and one-to-one guidance mean that students are well informed when they plan their next steps.

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

This school is built on Christian virtues such as forgiveness, friendship and hope. Its pupils live out these virtues daily. This is reflected in the warm and respectful relationships that exist in the school. Pupils know that staff care about them, which helps them to feel safe.

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

Pupils access a wide range of opportunities to further their personal development. These vary from sporting activities and music ensembles to caring for the school's therapy dog as a 'puppy prefect'. Pupils develop into young people who are well prepared for life in modern Britain. They understand fundamental British values, such as democracy and individual liberty. Pupils build a secure knowledge of the post-16 options open to them. They learn from visiting employers, colleges and training providers. Many pupils choose to stay on in the school’s sixth form, where they are supported well. Whether they leave at 16 or 18, pupils are ready to take their next steps into further education, employment or training.

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

Pupils show highly positive attitudes to their learning. They focus in lessons, work hard and achieve well. Teachers work quickly to identify and support those who may face challenges that make learning more difficult. Effective support ensures that these pupils progress well.

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

Pupils know what high standards are expected of them. They rise to these expectations through their positive conduct in lessons and at social times. Pupils are mature and manage their own behaviour well. They make the right choices, and older students act as role models for younger pupils. Unkindness or bullying rarely occur. If they do, pupils are confident that staff will deal with incidents quickly and effectively. Pupils' rates of attendance at school are high. When pupils face barriers to their attendance, leaders put in place helpful support.

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Next steps

Leaders should ensure that their chosen strategies to assess pupils’ knowledge and address their misconceptions are embedded consistently across all subjects and key stages. Leaders should focus on raising achievement for students in the sixth form by ensuring that learning activities continue to promote a greater depth of knowledge.

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About this inspection

This school is a single 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, Richard Jones, and overseen by a board of trustees, chaired by Fr David Arnold.

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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

Inspectors spoke with school leaders, staff and pupils during the inspection. The lead inspector also spoke with a representative of the diocese and a representative of the local authority.

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About this inspection

Inspectors confirmed the following information about the school:

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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

This school is registered as having a Church of England religious character. It is in the Diocese of Blackburn. Its last section 48 inspection took place in February 2024.

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About this inspection

The school currently makes use of 7 alternative provisions, including one that is unregistered.

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Team inspectors:

Julie Yarwood, Ofsted Inspector Chris Meldrum, Ofsted Inspector Sally Rix, His Majesty's Inspector Tom Theobold, His Majesty's 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

2023/24 (final) 41.3% 45.9% 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 (final) 50.7 46.1 Close to average

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national average

2023/24 (final) 45.5 45.9 Close to average

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national average

2022/23 (final) 50.6 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) -0.26 -0.03 Close to average

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national average

2022/23 (final) -0.10 -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 (final) 20.8% 25.8% Close to average

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national average

2023/24 (final) 21.4% 25.8% Close to average

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national average

2022/23 (final) 34.6% 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 (final) 37.3 34.9 Close to average

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national average

2023/24 (final) 32.1 34.6 Close to average

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national average

2022/23 (final) 38.2 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

2022/23 (final) -0.58 -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) 31.62 34.38 Close to average

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national average

2022/23 (final) 33.37 34.16 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

2023/24 (revised) -0.2 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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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