Saint Paul's Catholic High School

Saint Paul's Catholic High School

Address: Firbank Road, Newall Green, Manchester, M23 2YS Unique reference number (URN): 139456

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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 Expected standard

Leaders have a robust approach to identifying patterns in attendance. Part of this is a focus on regular attendance, which is linked to the school's reward system. This is having a positive impact. The most recent published information shows that pupils typically attend school at a similar rate to the national average. The attendance of pupils with special educational needs and/or disabilities and those with other barriers to learning is above that of similar pupils nationally. Persistent absence remains higher than leaders intend, despite recent improvements. Leaders are addressing this with tailored support plans for pupils who need the most help to come to school.

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Attendance and behaviour Expected standard

Pupils behave well in lessons and at social times. Typically, they show kindness and respect to one another and to school staff. Bullying and other forms of harassment do not happen often. When they do occur, pupils are rightly confident that they are dealt with quickly by staff. Leaders have expanded the pastoral support available to ensure that pupils get the help that they need. For example, pupils who struggle to manage their behaviours receive therapeutic support, including counselling and help to reduce anxiety. This has contributed to a reduction in incidents that previously led to suspensions.

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Inclusion Expected standard

Leaders are proactive in identifying any additional needs that pupils have, both when they arrive and throughout their time at school. They ensure that pupils who move to the school later in their education get the help that they need. Leaders have invested heavily in comprehensive professional learning for staff, to ensure that they are well equipped to support these needs, including any special educational needs and/or disabilities (SEND). Due to the higher level of need that the school now caters for, leaders have used funding effectively to strengthen the help that is available to pupils, for instance, by ensuring those who need it have access to an educational psychologist, a speech and language specialist and support for their mental health and wellbeing. Leaders also ensure that staff have the information that they need to meet pupils' needs in the classroom. Largely, teachers use this information well. For example, teachers know to use writing templates and consistent

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Inclusion Expected standard

approaches to teaching vocabulary to help pupils, who struggle to read fluently.

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Inclusion Expected standard

The school's specially resourced provision for pupils with autism is helping these pupils to learn the same curriculum as their classmates in a supportive environment that does not overwhelm their sensory needs. Leaders use other alternative provisions sparingly and effectively.

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Leadership and governance Expected standard

Leaders and directors have a clear and accurate understanding of the school’s strengths and the areas that require further strengthening. They plan effectively to ensure that they are working towards securing success in these areas. Directors have a detailed knowledge of how leaders are using additional funding to reduce barriers for pupils and the impact of this. They understand their statutory responsibilities, including for safeguarding. Leaders are mindful of staff's wellbeing. For example, they have reviewed expectations of marking to help teachers manage their workload. Most staff share the view expressed by one that ‘our leaders give us the conditions to thrive’. Leaders also ensure that staff have opportunities to further their professional learning and develop their subject and leadership skills. Staff know that they have the backing of leaders to pursue professional directions that interest them. Teachers in the early stages of their career are well supported. These factors

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Leadership and governance Expected standard

combine to ensure that staff morale is high. Staff are proud to work at Saint Paul’s.

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Leadership and governance Expected standard

Leaders have engaged with parents and carers and the wider community. For example, through the family cooking club and through coffee mornings for parents of pupils with special educational needs and/or disabilities. Leaders actively seek support and challenge from other schools in similar circumstances to those at Saint Paul's.

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Personal development and wellbeing Expected standard

Leaders have designed a personal development curriculum to meet the needs of their pupils. Pupils learn about the fundamental British values. They understand the concept of democracy and how this works in their school council. Pupils learn how to stay safe online. They learn about important topics in the national news, such as violence against women and the harm involved in sharing inappropriate images. For pupils who need extra support or a careful approach to sensitive issues, leaders ensure that they get the help that they need to learn this important information. For example, some pupils are taught by specialist staff or in smaller groups. This helps to ensure that all pupils are well prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

Leaders have thought carefully about the wider opportunities they make available to pupils. All pupils can participate in the Duke of Edinburgh’s Award and other enrichment activities, such as spinning classes and a family cooking club. These opportunities help pupils to develop confidence and independence. Additionally, pupils gain leadership skills by becoming ambassadors for important aspects of school life, such as wellbeing, diversity or the library.

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Personal development and wellbeing Expected standard

Leaders operate a comprehensive system of careers advice and guidance. This includes careful consideration about how pupils with special educational needs and/or disabilities can participate equally in work experience. All pupils also benefit from visits to colleges and a careers fair, where local employers share information, including about apprenticeships. Pupils are generally successful in their next steps after school, be that further education or gaining an apprenticeship.

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Personal development and wellbeing Expected standard

Pastoral support is effective. Leaders have invested funding carefully in establishing a highly skilled pastoral team. Pupils are well cared for.

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Achievement Needs attention

Pupils do not achieve as well as they should in national examinations. That said, pupils are learning more securely than published outcomes suggest. This is because curriculum improvements are beginning to take effect. A significant number of pupils join the school later in their education and enter the school well below the national average in their prior attainment. Leaders have put in place a robust improvement plan to address the curriculum and help pupils to catch up their missed learning quickly. This is helping pupils to learn more securely in many subjects. It is also helping pupils with special educational needs and/or disabilities to make positive progress through the curriculum.

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Achievement Needs attention

Leaders’ plans to close the gaps in pupils’ ability to read fluently and use numbers confidently are having a positive impact. Over time, many pupils are catching up and keeping up. As a result, they are increasingly becoming better prepared for their next steps in education or training.

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Curriculum and teaching Needs attention

While the curriculums in many subjects have been recently reviewed and redesigned, the way they are implemented in classrooms is not consistent. Leaders have identified this. There are some early signs of improvement, however, the teaching strategies that leaders expect are often not being used effectively. For example, teachers sometimes do not use assessment strategies well enough to find out when pupils are ready to move on to more complex learning.

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Curriculum and teaching Needs attention

Pupils with special educational needs and/or disabilities (SEND), or other barriers to their learning, generally get helpful support in lessons. Teachers typically use leaders' information about these pupils' needs to adapt their teaching or deploy extra staff effectively to help them. However, pupils with SEND are affected by the same general inconsistencies in teaching as their peers. This means that they do not make the progress that they should.

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Curriculum and teaching Needs attention

Leaders have ensured that staff are well equipped to identify any gaps in pupils’ ability to read fluently, write skilfully or use numbers confidently. Pupils receive the help that they need to close these gaps. That said, the help that pupils receive for their writing is at an earlier stage of development.

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

Pupils are positive about their school’s culture and ethos. They want to embody the school’s motto of ‘belong, believe, achieve’. There is a clear sense of belonging in this community. A typical view expressed by pupils is that their time at Saint Paul’s is filled with 'support, time, care and patience' from staff. This reflects the strength of relationships between staff and pupils. Most pupils attend school regularly. Many arrive early each morning to benefit from the healthy breakfast that the school provides. This helps to reduce barriers to attendance for some pupils. Staff use the time to check on pupils' wellbeing and help them to prepare for the day ahead.

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

Pupils enjoy their learning. They gain opportunities to nurture their talents and interests. For example, pupils studying Spanish recently visited Malaga to put their language skills into practice. One pupil told inspectors ‘It was the best experience of my life.' The cost of school visits are subsidised to help to ensure that all can participate.

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

Pupils benefit from a wide range of support. They trust that their teachers and other staff will treat them kindly. Pupils are aware of who to go to with any worries. Bullying, for example, is dealt with quickly and effectively by staff. This contributes to pupils feeling safe in school.

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

The school's most recent published results show that pupils do not attain as well as they should in national examinations. However, this is affected by a high proportion of pupils who join the school later on. Nevertheless, most pupils are successful in their next steps into further education or training.

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

Pupils behave well in lessons and at social times. They are polite and welcoming to visitors and try hard to meet leaders’ high expectations of behaviour.

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Next steps

Leaders should ensure that effective teaching approaches are implemented consistently across all subjects so that pupils, including disadvantaged pupils, achieve more highly. Leaders should strengthen the use of assessment strategies so that gaps in pupils’ knowledge are identified and addressed more quickly. Leaders should evaluate and refine their attendance strategies so that persistent absence reduces further and pupils lose less learning time. Leaders should embed recently introduced approaches to improving handwriting so that pupils develop greater fluency in their written work.

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About this inspection

This school is part of Corpus Christi Catholic 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), Sacha Humphries, and overseen by a board of directors, chaired by Patricia Adams.

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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 on 14 July 2026 and 15 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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Team inspectors:

Sally Kenyon, Ofsted Inspector Iain Sim, Ofsted Inspector Sue Farrimond, Ofsted Inspector Zarina Connolly, 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 14 July 2026

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What does this mean?

Inspectors spoke with school leaders, representatives of the local authority and representatives of the diocese during the inspection.

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What does this mean?

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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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

This school is registered as having a Roman Catholic religious character. It is in the Diocese of Shrewsbury. Its last section 48 inspection, for schools of a religious character, was 21 June 2023.

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What does this mean?

The school includes provision for 12 pupils with autism.

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What does this mean?

The school currently makes use of 2 alternative provisions, both of which are registered.

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What does this mean?

Headteacher: Michael Whiteside 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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What does this mean?

The type of Special Educational Needs provision provided at the school (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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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

2024/25 (final) 17.9% 25.8% Close to average

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national average

2022/23 (final) 30.5% 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

2022/23 (final) 36.3 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) -0.80 -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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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

2023/24 (3 term) 9.6% 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

2023/24 (3 term) 26.6% 25.6% Close to average

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national average

2022/23 (3 term) 29.4% 26.5% 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

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