Notre Dame Catholic Girls' School

Notre Dame Catholic Girls' School

Address: 118 St George's Road, London, SE1 6EX Unique reference number (URN): 149369

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

Personal development and wellbeing Expected standard

Leaders have prioritised pupils’ personal development. They have designed a programme that provides a wide range of meaningful opportunities. Dedicated lessons help pupils to learn about relationships, staying healthy, current affairs and the wider world. Pupils learn age-appropriate information about sexual harassment and consent. Older pupils have a detailed understanding of fundamental British values and the importance of diversity. However, this knowledge is less detailed among some younger pupils.

p.2

Personal development and wellbeing Expected standard

Pupils receive high-quality careers advice. They learn about the different options available to them. These include academic, technical and vocational opportunities. Pupils meet employers from a range of sectors, including construction, publishing, transport and hospitality. This helps to broaden their understanding of future pathways. As a result, pupils have the knowledge they need to make appropriate decisions about their next steps.

p.2

Personal development and wellbeing Expected standard

Pupils take part in a broad range of clubs, trips and careers-related activities. Pupils develop their confidence and communication skills. Pupils who speak English as an additional language develop their knowledge and comprehension through the school’s ‘Reading for Meaning’ club. All pupils are encouraged to take part in charitable events and fundraising initiatives. Recently, the school’s gospel choir raised money by putting on a ‘Festive Fundraiser’. Leaders ensure that all pupils benefit from these experiences.

p.2

Personal development and wellbeing Expected standard

Pupils know who they can speak to if they are worried. They receive effective support with their wellbeing. All pupils have a trusted adult they can speak to. Those who require additional support have access to a range of services. These include the school’s counsellor, Chaplain and learning mentors. This means that all pupils, including those with barriers to their wellbeing, feel supported and have a keen sense of belonging.

p.2

Achievement Needs attention

Achievement varies across the curriculum. Disadvantaged pupils typically achieve well. They outperform their peers nationally. However, weaknesses in some areas lead to gaps in pupils’ learning and achievement. This is reflected in national examination outcomes. In some subjects, pupils achieve below their peers nationally.

p.2

Achievement Needs attention

The achievement of pupils with additional needs is variable. Their achievement depends too much on the quality of teaching they receive and their attendance. Poor attendance of pupils with special educational needs and/or disabilities has resulted in knowledge gaps which have not been addressed. This means a significant minority of pupils are not well prepared for their next stage of education, employment or training.

p.2

Achievement Needs attention

Leaders do not ensure that all pupils develop their reading, writing and numeracy skills. Pupils at the earliest stages of reading make secure progress through the school’s phonics programme. However, other pupils who struggle with reading, writing and numeracy are not always identified, tracked or helped to catch up quickly enough.

p.2

Attendance and behaviour Needs attention

Overall attendance is close to the national average. Attendance for some groups of pupils is positive. This includes pupils who are eligible for free school meals. However, the attendance rates for other groups of pupils have declined over time. For example, the attendance for pupils with special educational needs and/or disabilities (SEND) has fallen over the past 3 years. Some pupils with SEND do not attend school regularly. Leaders recognise the importance of attendance. They have recently begun to focus on sensible actions to bring about improvements. However, it is too early for leaders to know if their actions are working.

p.3

Attendance and behaviour Needs attention

Pupils are polite and respectful in lessons and around the school. The school behaviour rules are clear and pupils typically follow them. They settle quickly in lessons and are courteous in their interactions. Suspensions are rare. When suspensions are used, they are proportionate. Pupils’ individual needs are always considered. Bullying and discriminatory behaviour are uncommon. When incidents do occur, staff respond quickly and effectively. Pupils feel confident that adults will take their concerns seriously.

p.3

Curriculum and teaching Needs attention

The school’s curriculum is broad and appropriate. Leaders understand where curriculum and teaching are more effective and where improvements are needed. Leaders have introduced common approaches to teaching. However, these approaches are not consistently embedded in all subjects. As a result, pupils’ experiences vary between subjects and teachers.

p.3

Curriculum and teaching Needs attention

Teachers have secure subject knowledge. When teaching is effective, teachers present new information clearly and use assessment effectively. However, in some subjects, teachers do not consistently check what pupils know. This means that they do not routinely identify and close gaps in pupils’ knowledge. As a result, some pupils do not learn and remember as much as they should.

p.3

Curriculum and teaching Needs attention

Some teachers do not consistently use information about pupils’ needs to change their approaches in the classroom. In some lessons, teachers do not successfully adapt their teaching to remove barriers to learning. This means that some pupils with additional needs do not access the curriculum as well as intended. This hinders their progress and achievement.

p.3

Curriculum and teaching Needs attention

Pupils at the earliest stages of reading receive highly effective phonics teaching. However, other pupils who are behind in reading, writing and numeracy do not consistently receive the support they need.

p.3

Inclusion Needs attention

Leaders do not always identify pupils’ needs quickly or accurately enough. Systems for planning, implementing and reviewing support are not securely embedded. For example, while information about pupils’ needs is shared with teachers, it is not systematically reviewed. Additionally, not all teachers use this information to successfully support pupils with barriers to their learning. Leaders are aware of this and are now taking appropriate steps to strengthen this area. However, this work is in its early stages and has not currently led to sustained improvement.

p.4

Inclusion Needs attention

The impact of staff training has been variable. Some teachers provide appropriate adaptations for pupils with special educational needs and/or disabilities (SEND). However, often teachers lack the expertise required to adapt their teaching effectively. As a result, teaching does not consistently reduce barriers to learning.

p.4

Inclusion Needs attention

Support for disadvantaged pupils and pupils who speak English as an additional language is more precise. Additional funding is used to ensure that disadvantaged pupils achieve well. Leaders also work with external professionals to ensure that pupils known to social care receive appropriate support.

p.4

Leadership and governance Needs attention

School leaders have a clear and in-depth understanding of the school’s strengths and areas for improvement. They have identified appropriate priorities, including attendance, inclusion and the quality of teaching. However, weaknesses in attendance and inclusion have persisted over time. For example, the attendance for pupils with special educational needs and/or disabilities has declined significantly over the past 3 years. While leaders have recently introduced changes in these areas, the impact of this work is not currently evident for these pupils.

p.4

Leadership and governance Needs attention

Staff support the school’s vision. They enjoy working in an open and supportive environment. Leaders consider workload and wellbeing when making decisions. Staff value the well-planned programme of professional learning, which is linked to the school’s improvement priorities. However, the teaching approaches promoted through this programme are not used effectively in some subject areas. Staff have opportunities to develop their knowledge through external training and nationally recognised qualifications.

p.4

Leadership and governance Needs attention

Governors fulfil their statutory roles. They understand the school’s priorities and provide support and challenge. The trust has appointed a school improvement partner to strengthen the school’s work. However, governors and trustees know there is more to do to improve the outcomes and experiences for pupils.

p.4

Leadership and governance Needs attention

Leaders have established positive relationships with parents and the local community. They have developed partnerships with local employers and businesses to provide career-related opportunities for pupils.

p.4

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

Pupils enjoy being part of this supportive community. However, improvements are needed to ensure pupils can achieve their best at the school. Pupils study a broad curriculum, but their experiences in some lessons vary. Where teaching is effective, pupils learn and thrive. Disadvantaged pupils typically achieve more positively. However, weaknesses in some areas of teaching mean that pupils have gaps in their knowledge. Support for pupils with special educational needs and/or disabilities (SEND) is inconsistent. This means that too many pupils do not achieve as well as they should or are not prepared for their next steps.

p.5

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

Many pupils attend well. However, some pupils, including many with SEND, do not attend regularly enough. They miss out on important learning and wider experiences. Leaders have recently taken steps to improve attendance. However, at present, these have not made a difference for pupils who are absent most often.

p.5

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

Pupils are respectful and courteous towards staff and one another. They understand the school’s expectations. Pupils’ behaviour in lessons and around the school is positive. As a result, lessons are calm and orderly. Pupils feel safe and bullying is rare. When concerns do arise, pupils know that staff will listen and take appropriate action. Pupils know how to keep themselves safe, both online and offline.

p.5

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

Pupils enjoy taking part in a wide range of clubs and activities. For example, pupils take part in art, reading, dance and chess clubs. They also have access to a wide range of sports clubs. Pupils develop their confidence through activities such as debating and public speaking competitions. Pupils receive high-quality careers advice. They learn about the different options available to them and meet a range of employers. This helps them to make informed decisions about their next steps.

p.5

Next steps

Leaders should ensure that pupils’ needs are identified accurately and promptly so that timely support and adaptations reduce barriers to learning and attendance. Leaders should ensure that all staff understand the individual needs of pupils with special educational needs and/or disabilities and that staff know and consistently use the best strategies to help these pupils access the curriculum. Leaders should ensure that the school’s agreed pedagogical approaches are effectively embedded across all subjects so that pupils develop secure knowledge and achieve well across the curriculum. Leaders should refine their attendance strategy to improve attendance rapidly, particularly for persistently absent pupils and those with additional needs. Leaders and those responsible for governance should act decisively where standards fall short so that improvements are secured quickly and sustained over time.

p.5

Team inspectors:

Paul Metcalf, Ofsted Inspector Christine Raeside, Ofsted Inspector Jennifer Gumbrell, Ofsted Inspector

p.6

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.

p.6

About this inspection

This school is part of St Oscar Romero Catholic Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer, Clare Verga, and overseen by a board of trustees, chaired by Allison MacQuire.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

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 HMI.

p.6

About this inspection

Inspectors spoke with the headteacher, other senior leaders, staff and pupils. The lead inspector met with the interim chief executive officer and members of the local governing committee, including the chair of governors.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Roman Catholic religious character. It is in the Diocese of Southwark. Its last section 48 inspection was on November 2025.

p.6

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.

p.6

About this inspection

The school currently uses no alternative provision.

p.6

About this inspection

The school has undergone a significant change since the last inspection: the number of pupils on roll has decreased significantly.

p.6

About this inspection

Headteacher: Blathnaid Byrne The inspector(s) used this data during the full inspection on 30 June 2026

p.6

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.7

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.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

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.

p.8

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.8

English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

p.8

national average

2023/24 (final) 39.5% 45.9% Close to average

p.9

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.

p.9

national average

2024/25 (final) 42.8 46.1 Close to average

p.9

national average

2023/24 (final) 44.8 45.9 Close to average

p.9

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.

p.9

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.

p.9

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

p.9

national average

2024/25 (final) 29.1% 25.8% Close to average

p.10

national average

2023/24 (final) 32.3% 25.8% Close to average

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.11

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.

p.11

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.

p.11

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).

p.12

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.

p.12

national average

2024/25 (3 term) 8.6% 8.4% Close to average

p.12

national average

2023/24 (3 term) 8.4% 8.9% Close to average

p.12

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.12

national average

2024/25 (3 term) 27.0% 23.4% Close to average

p.12

national average

2023/24 (3 term) 25.0% 25.6% Close to average

p.12

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.12

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.13

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.

p.13

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.13

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.13

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.

p.13

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.13

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 .

p.13

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.13

Urgent improvement

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

p.13