St James' Catholic High School

St James' Catholic High School

Address: Great Strand, Colindale, London, NW9 5PE Unique reference number (URN): 101364

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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 develop their knowledge and understanding well. They build the skills that they need to be well prepared for their next steps, making substantial progress from their starting points. In some subjects, many pupils attain above national averages in examinations. Pupils with special educational needs and/or disabilities, and those who are disadvantaged, achieve highly in their GCSEs. Nevertheless, some pupils are capable of further success and higher outcomes. At times, in some subjects, these pupils are not moved on to more ambitious content, even though they are ready to extend their learning. Students in the sixth form achieve in line with their peers nationally when completing their A levels and also do well in vocational subjects.

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Achievement Expected standard

Leaders ensure that pupils develop their reading, writing and mathematics skills. This enables them to fully access the curriculum and draw links between subjects. The reading programme is particularly well established, and pupils’ progress is carefully monitored. Teachers use reading strategies typically well, for example when introducing new vocabulary.

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Attendance and behaviour Expected standard

Pupils' levels of attendance are improving. Many attend regularly. Staff provide nurturing support for pupils who need it. Consequently, pupils who are vulnerable, including those who are known to social care, want to attend school. Leaders are proactive in their efforts to reduce barriers to attending school and work effectively with parents and carers. Persistent absence is reducing, including for those with special educational needs and/or disabilities and those who are disadvantaged.

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Attendance and behaviour Expected standard

Lessons are rarely disrupted, and pupils enjoy their learning. Leaders have recently introduced a behaviour system that recognises positive behaviour. This is having a clear and positive impact on pupils. Rules are commonly understood and applied well by staff. Suspensions are declining. While internal consequences have initially risen, pupils' professional relationships with staff are strengthening. Older students are respectful and support their younger peers. Bullying, harassment and abuse are not tolerated. Incidents are responded to swiftly and robustly. Leaders have high expectations for pupils' conduct and provide largely effective support. However, some pupils need additional reminders of these expectations, including at social times and around the school site. They do not consistently demonstrate the sense of responsibility that the school expects of them.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum. They have ensured that it is broad and builds upon pupils' prior learning. This includes in the sixth form, where the curriculum has been extended to include more vocational subjects. Teachers have the subject expertise they need. They provide time for pupils to revisit knowledge and practise and apply their skills. Teachers check pupils’ understanding and address their misconceptions. At times, these checks lack precision, which means pupils are not moved on to more stretching content when they are ready for further challenge.

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Curriculum and teaching Expected standard

Leaders know the importance of identifying pupils who do not yet have the necessary foundations in reading, writing and mathematics. They provide pupils with additional support in a timely manner to strengthen this important knowledge. This is particularly effective in reading, where pupils receive targeted help to read fluently so that they can access the full curriculum.

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Curriculum and teaching Expected standard

Staff have the expertise they need to support pupils with special educational needs and/or disabilities well. Leaders share information about pupils’ barriers to learning and what adjustments they require. These strategies are largely effective, although at times are not as precise as they could be. Teachers have had training on how to adapt teaching to build pupils’ confidence and independence. These approaches are becoming more established in different subjects.

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Inclusion Expected standard

Leaders demonstrate a clear commitment to ensuring that all pupils are known and cared for. There are effective systems in place to identify and reduce pupils’ barriers to learning quickly. Leaders provide staff with the information that they need to skilfully guide and support pupils.

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Inclusion Expected standard

Leaders ensure that staff have the knowledge to enable all pupils to follow the curriculum successfully. Staff use adaptations and resources to support pupils with special educational needs and/or disabilities well. At times, these adjustments are not as precise as they could be in promoting pupils' learning. Nevertheless, staff have had training on how to build pupils' independence in learning. They provide timely, individualised support for pupils who need it most. This enables these pupils to learn well.

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Inclusion Expected standard

Leaders use additional funding thoughtfully to support pupils' learning, but also to ensure that disadvantaged pupils can take an active role in enrichment opportunities and the full life of the school. Pupils who are vulnerable and/or face barriers to their wellbeing are given comprehensive care, which is monitored closely. Leaders work with families to help these pupils attend school regularly and have access to the services they need. Consequently, disadvantaged pupils do very well and are suitably prepared for their next steps when they leave school. Alternative provision is used carefully and effectively.

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Leadership and governance Expected standard

Leaders have a keen understanding of the context of the school. They have high standards and want the best for their pupils, who are placed at the heart of decision-making. Leaders equally prioritise disadvantaged pupils. As a result, these pupils achieve highly. Leaders are focused on further improving the school. They are making great strides and progress in their improvement priorities. For example, pupils' levels of attendance are rising and attainment is increasing. This is in response to leaders' high expectations and the professional development opportunities that they provide for staff. Work is underway to support leaders' priorities in ensuring that teaching is accessible to all and that pupils fully embrace the school's values. Leaders have strategically planned these important aspects and delivered relevant professional learning for staff to develop their expertise.

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Leadership and governance Expected standard

Governors meet their statutory duties and hold leaders to account as well as providing effective support. Leaders and governors have a shared vision for the school. Together, they have created a warm community. They make sure to carefully consider staff’s workload and wellbeing. As a result, staff, including those early in their careers, feel well supported. Staff are overwhelmingly proud to work at the school.

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Leadership and governance Expected standard

Leaders work in partnership with parents and carers. Parents know that leaders and staff are committed to ensuring that their children have high aspirations, and that they have the help they need to succeed. The mission to enable pupils to ‘live life to the full’ is embedded across the school.

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Personal development and wellbeing Expected standard

Leaders have implemented a thoughtful personal development programme that benefits all pupils, including those who are disadvantaged. Pupils engage with a range of activities and events that help them understand the importance of fundamental British values, such as democracy. Staff support pupils, including those with barriers, in accessing a variety of trips and clubs. These experiences help pupils to pursue their interests and talents. Pupils also have the opportunity to have their voice heard by being members of the school council and the house system. The school’s values are clearly mapped out and taught. Pupils broadly understand these, for example, they are largely respectful and courteous when speaking with adults. There are also some leadership roles that they can take to develop their confidence. However, some pupils do not fully embrace all the school's values or reflect these in their attitudes at school.

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Personal development and wellbeing Expected standard

Personal, social and health education is taught through a well-sequenced tutor programme. This is supplemented with assemblies and workshops. All pupils receive age-appropriate relationships and sex education, including learning about consent. Students in the sixth form build on this knowledge, with a focus on more mature themes. More broadly, pupils explore difference, tolerance and other perspectives and experiences. Staff provide pupils with opportunities to discuss their views, although at times, opportunities are missed to enhance pupils' confidence and oracy skills.

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Personal development and wellbeing Expected standard

Wellbeing support is of a high quality. Staff understand pupils’ individual needs and put in additional help where needed. For example, they provide increased mental health support and mentoring to those who require it.

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Personal development and wellbeing Expected standard

Leaders prioritise teaching pupils about the careers and pathways available to them when they leave school. Pupils receive guidance about employment, apprenticeships and educational opportunities. Careers events and work experience help raise pupils' aspirations and support them to make well-informed choices about their futures. Leaders ensure to prioritise pupils with special educational needs and/or disabilities, and those with any other barriers, in this process.

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Post-16 provision Expected standard

Leaders have established a thoughtful post-16 programme that has expanded in breadth to include a thorough vocational offer to suit the interests of students. The curriculum is delivered by subject experts who help students build their understanding. Those with special educational needs and/or disabilities are ably supported in their studies. Students are guided to produce some high-quality work and to engage in thoughtful discussions during lessons. Generally, students achieve well and secure the qualifications and skills they need. This prepares them well for their next steps.

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Post-16 provision Expected standard

The sixth form is welcoming and warm. Students are empathetic to one another. There are some opportunities for leadership. For example, students can lead the houses in the house system or become ambassadors. They learn secure study habits, but at times need reminders about their punctuality. While they take part in trips and some enrichment activities, societies and clubs are not fully established. Students follow a tutor programme that includes age-appropriate topics, including relationships and managing budgets. Staff provide workshops and discussion opportunities on a range of topics. Students develop their understanding of wider issues, but at times, are not supported as well as they could be to further develop their confidence in articulating their own ideas.

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Post-16 provision Expected standard

Staff provide pupils with comprehensive wellbeing support and appropriate careers guidance. Students appreciate this. They complete relevant work experience and understand the different pathways open to them.

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

Pupils benefit from a warm and welcoming community at this school. Leaders prioritise pupils' wellbeing and care needs, putting their interests first. Pupils are safe and have trusted adults who they can talk to if needed. Staff know pupils well and encourage them to aspire for their future lives.

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

Leaders have high expectations for what pupils can achieve. They have put a broad and ambitious curriculum in place. Typically, pupils achieve well, including in their examinations. Increasingly, they attain above national averages in a number of subjects. This is especially the case for pupils who are disadvantaged. The needs of pupils with special educational needs and/or disabilities are identified quickly. Any barriers to learning that they face are reduced through effective support. Pupils, including sixth-form students, are well prepared for their next steps. They have both the qualifications and skills they need.

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

The school is calm and orderly. Pupils are polite and largely conduct themselves well around the site. Leaders have established clear systems to foster pupils' positive behaviour. Staff help pupils to build positive relationships. They support pupils in making the right choices, and pupils respond well to reminders given. Bullying is rare. If incidents do occur, staff deal with these swiftly and effectively. Pupils feel a sense of belonging. They attend school regularly and enjoy their learning free from disruptions. Pupils benefit from an increasing range of enrichment activities. These include clubs, for instance in 'book dragons', robotics, basketball and nail art. Pupils are encouraged to take up leadership roles, such as in the school council. They also take part in the house system and play an active role in the school’s wider life. These opportunities develop pupils' social and leadership skills. Pupils celebrate diversity and develop their understanding of

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

fundamental British values, including tolerance and respect.

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Next steps

Leaders should strengthen teachers’ approaches to checking pupils’ understanding more precisely, so that those who are able can move on to more ambitious subject content. Leaders should continue to evaluate the impact of their offer for personal development, so that pupils fully embrace the school's values and develop greater responsibility, resilience and confidence.

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About this inspection

The chair of the board of governors in this school is Anthony Kamara.

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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 the headteacher, senior leaders, staff and pupils during the inspection. They also spoke with members of the governing body and a representative of the local authority.

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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. It is in the Archdiocese of Westminster. Its last section 48 inspection was in January 2020.

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About this inspection

The school currently makes use of 2 registered alternative provisions.

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Team inspectors:

Luke Stubbles, His Majesty's Inspector Olly Wimborne, Ofsted Inspector Sophie Healey-Welch, Ofsted Inspector Russell Bennett, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 21 April 2026

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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 6 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 needs support 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

2022/23 (final) 51.0% 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

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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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

2022/23 (final) 34.2% 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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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) 32.66 34.99 Close to average

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national average

2023/24 (final) 32.91 34.38 Close to average

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national average

2022/23 (final) 37.39 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

2024/25 (revised) -0.1 0.0 Close to average

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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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national average

2024/25 (2 term) 7.1% 8.1% Close to average

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national average

2023/24 (3 term) 8.7% 8.9% Close to average

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national average

2022/23 (3 term) 9.8% 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) 17.9% 21.9% Close to average

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national average

2023/24 (3 term) 25.9% 25.6% 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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