Christ The King Catholic High School

Christ The King Catholic High School

Address: Lawrence Avenue, Frenchwood, Preston, Lancashire, PR1 4PR Unique reference number (URN): 150615

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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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Inclusion Expected standard

Leaders have developed processes to identify the barriers that some pupils face. They work closely with other agencies and professionals, including local authorities' virtual schools, to make sure that the support put in place is appropriate. Leaders produce informative profiles for pupils so that teachers understand how to support them in lessons. Additionally, pupils' profiles are shared with staff responsible for pastoral care. These staff provide appropriate help to reduce pupils' challenges relating to wellbeing. Leaders regularly review these profiles and make sure that they are kept up to date.

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Inclusion Expected standard

Leaders seek additional professional support when necessary. This helps to keep staff and leaders well trained in current practice. In turn, expert staff work alongside other expert professionals to provide the help that pupils need, such as sessions to help address specific difficulties that pupils may be facing. This provides the capacity to ensure that pupils receive the support that they need in a timely manner.

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Inclusion Expected standard

A large proportion of pupils are from disadvantaged backgrounds. Leaders make effective use of additional funding, such as the pupil premium, to help reduce the barriers that these pupils face. This includes additional tutoring and financial support to make sure that disadvantaged pupils can access all that the school offers.

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Leadership and governance Expected standard

The actions that leaders have taken over recent years have led to tangible improvements. With the support of governors and trustees, leaders have robustly addressed previous areas of weakness, such as safeguarding and curriculum design. These areas are now secure. Still, leaders and the trust have high ambitions for the school and are committed to further improvement. Trustees and governors provide supportive challenge to ensure that this happens. Leaders at all levels work collaboratively while ensuring that any changes are sustainable.

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Leadership and governance Expected standard

Leaders have created a professional development programme that focuses sharply on the most important areas for improvement. They work closely with a range of other schools and organisations to share in the most effective practices. Additionally, leaders invite expert professionals to evaluate the school's work. This helps leaders to refine their practice and contributes to ongoing improvements.

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Leadership and governance Expected standard

Staff appreciate the professional development programme. They recognise how this training is improving their practice. Leaders value staff highly and carefully consider their workload and wellbeing when making decisions. This is also true of governors and trustees. Consequently, staff are proud to work at the school and are committed to leaders' vision for its future.

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Leadership and governance Expected standard

Leaders regularly engage with parents and carers. They host events that parents can attend and keep parents informed about what is happening in the school. Additionally, leaders have

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Needs attention

recruited staff who work closely with families who may not have previously felt heard. This helps to build trust and positive relationships between these families and the school.

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Personal development and wellbeing Expected standard

Given the disadvantages that many pupils face, leaders rightly prioritise broadening pupils' views of the world. This includes teaching pupils about their place in modern Britain. Leaders have crafted a personal development programme that exposes pupils to this important knowledge. This helps pupils to develop an understanding of the values that underpin British society. This includes an awareness of democracy and the importance of respecting individual faiths and beliefs. Pupils can also articulate how to keep themselves safe, including online.

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Personal development and wellbeing Expected standard

Leaders identify pupils who would benefit from additional support. Leaders organise additional group sessions with other professionals. These sessions are ongoing. Leaders review and adapt them to respond to emerging issues and significant events in the local community. Leaders' in-depth knowledge of their pupils means that this additional support can be put in place quickly when it is needed.

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Personal development and wellbeing Expected standard

Leaders broaden pupils' experiences by offering a wide range of activities and clubs. These allow pupils to develop their creative talents through music lessons, build their fitness through sports clubs and expand their cultural awareness through international trips. Additionally, leaders offer a number of leadership opportunities, such as student councillors, librarians and wellbeing ambassadors. Through careful monitoring, leaders make sure that pupil leaders represent the whole-school community. These roles strengthen pupils' voices and ensure that their views are heard.

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Personal development and wellbeing Expected standard

Leaders' recent actions have led to an increase in the number of pupils succeeding at their chosen destinations. Leaders show pupils what they could aspire to by taking them to local colleges and universities. Additionally, pupils develop an understanding of the workplace through work experience. Leaders support pupils to apply for a range of future destinations. This support increases for pupils who face greater difficulties in their lives.

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Achievement Needs attention

Pupils who left this school in 2025 did not achieve as well as they should. These pupils' results in national examinations were considerably below the national average. Some pupils finished Year 11 with gaps in their knowledge that the school had not successfully closed. Pupils currently in the school are beginning to achieve more positively. The work that they produce reflects their more secure progress through the curriculum. They generally build appropriate knowledge that prepares them for future learning. While deficits in pupils' number knowledge are still not addressed effectively, the gaps in pupils' reading and writing knowledge are being closed at greater rates than in the past. Pupils with special educational needs and/or disabilities typically build up their knowledge over time. This is also the case for disadvantaged pupils and pupils who have a social worker. Consequently, pupils develop

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Achievement Needs attention

a body of knowledge that gives them access to appropriate education, employment or training after Year 11.

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Attendance and behaviour Needs attention

Although pupils' rates of attendance have recently improved, this improvement has not been sustained. Overall, pupils miss too much school and too many pupils are persistently absent. This has a negative impact on pupils' progress through the curriculum and their eventual achievement.

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Attendance and behaviour Needs attention

Leaders have developed rigorous systems to monitor pupils' absences and identify those who face barriers to attending school. They have created a range of strategies to help reduce these barriers. Recently, this has included the use of an attendance officer and a family support worker. Although these strategies are in place, they are not embedded. There has not been enough time for them to have an impact.

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Attendance and behaviour Needs attention

Leaders have established rules and routines that staff and pupils understand. Leaders and staff reward positive choices and ensure that negative behaviours receive consequences. This helps to create a calm and orderly environment. Leaders tackle incidents of bullying or unkind behaviour quickly. In lessons, pupils generally focus on their learning, and disruption is uncommon. Some pupils find managing their own behaviour challenging. When this is the case, leaders provide additional help through mentoring and individual support. This helps pupils to make more positive behaviour choices.

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Curriculum and teaching Needs attention

Leaders have introduced appropriate teaching strategies, but these are not consistently used in classrooms effectively. The tasks that pupils complete do not always deepen their understanding of what they have been taught. Consequently, pupils' knowledge in some subjects is superficial. This limits the progress that some pupils make from their starting points. Additionally, while teachers check pupils' understanding, at times they do not address pupils' misconceptions well enough. Some of the gaps in pupils' knowledge remain unaddressed.

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Curriculum and teaching Needs attention

Teachers identify pupils who face difficulties with reading, writing or number knowledge. However, pupils with gaps in their knowledge of number do not routinely receive the help they need. In contrast, pupils who have difficulties with reading or writing receive support, which helps them to grow in fluency and accuracy.

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Curriculum and teaching Needs attention

Leaders have identified the appropriate knowledge that pupils should secure. They have crafted a curriculum that supports pupils to understand this knowledge and access ambitious future destinations. This curriculum is now in place. Through their monitoring systems, leaders know that addressing inconsistencies in teaching is the next priority.

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Curriculum and teaching Needs attention

Teachers understand the extra barriers to learning that some pupils face. Typically, they provide appropriate support to reduce these barriers. However, these pupils are also affected by the same inconsistencies in teaching as their peers.

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

Pupils have experienced positive changes at this school in recent years. They recognise that classrooms and corridors are calmer. Social times are well structured and allow pupils to explore their hobbies and build close friendships. Pupils have trust in staff and feel comfortable reporting any worries to them. Pupils know that staff will deal with these concerns, including bullying, quickly and effectively. Pupils are safe.

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

In classrooms, pupils experience a clear lesson structure. This routine creates familiarity for pupils that helps to nurture positive learning habits. Consequently, pupils' learning is typically free from disruption. They follow instructions well and generally complete work of high quality. This is also true for most pupils who face challenges to their learning or wellbeing, such as those with special educational needs and/or disabilities. Pupils experience a well- designed curriculum. However, it is not typically taught effectively enough for pupils to learn it fully. Some develop gaps in their knowledge that are not addressed quickly. Additionally, some pupils do not attend as often as they should. This contributes to a widening of the gaps in their knowledge. By the end of Year 11, pupils' attainment in national examinations is generally below the national average. However, pupils receive enhanced support from

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

leaders to access appropriate education, employment or training when they leave school. This has led to more pupils succeeding at their chosen destinations.

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

Leaders and staff know pupils very well. This helps build positive and supportive relationships between staff and pupils. Consequently, pupils who face barriers to their learning or wellbeing are especially encouraged to take advantage of the school's wider offer. This includes leadership roles, clubs and trips. Pupils, regardless of their background, understand that they are part of the school community and that staff care deeply about them as individuals.

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Next steps

Leaders should ensure that the school's agreed teaching strategies are consistently embedded in all subjects so that pupils learn the curriculum well and achieve more highly. Leaders should ensure that assessment information is used consistently well to address misconceptions and better support their future learning. Leaders should ensure that effective strategies to reduce pupils' barriers to learning are put in place consistently. Leaders should ensure that pupils' barriers to attendance are consistently reduced so that attendance improves. Leaders should ensure that pupils' gaps in foundational numeracy and literacy knowledge are closed quickly.

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Team inspectors:

Stephen Ruddy, Ofsted Inspector Sue Farrimond, 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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About this inspection

This school is part of the Mater Ecclesiae Catholic Multi-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 (CEO), Peter Duffy, and overseen by a board of trustees (known in this trust as 'directors'), chaired by Dr Roger Mason.

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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

This inspection took place from 7 July 2026 to 8 July 2026.

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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 directors, governors, the CEO and members of the senior leadership team during the inspection. Inspectors also spoke with groups of staff and pupils. They reviewed the responses to Ofsted Parent View, including the free-text comments.

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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 Diocese of Lancaster. The school has not had a section 48 inspection, for schools of a religious character, since it opened in January 2024.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Catherine Jones The inspector(s) used this data during the full inspection on 7 July 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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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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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) 26.7% 25.8% 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) 35.3 34.9 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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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 (3 term) 9.2% 8.4% 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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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

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