St Cuthbert's Catholic High School

Inspection Report St Cuthbert's Catholic Community College for Business and Enterprise

p.1

104835 Unique Reference Number St. Helens LEA 277230 Inspection number 7 December 2005 to 8 December 2005 Inspection dates Mr Leszek Iwaskow HMI Reporting inspector

p.1

This inspection was carried out under section 5 of the Education Act 2005.

p.1

Berry's Lane School address Secondary Type of school Sutton Voluntary aided School category St Helens, Merseyside WA9 3HE 11 to 16 Age range of pupils

p.1

01744 755186 Telephone number Mixed Gender of pupils 01744 29847 Fax number 892 Number on roll Mr Philip Swanson Chair of governors The governing body Appropriate authority Mr D Cairns Headteacher 7 February 2000 Date of previous inspection

p.1

Inspection number Inspection dates Age group 277230 7 December 2005 - 11 to 16 8 December 2005 Inspection Report: St Cuthbert's Catholic Community College for Business and Enterprise, 7 December 2005 to 8 December 2005

p.1

This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

p.2

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

p.2

Introduction

The inspection was carried out by one of Her Majesty's Inspectors and three additional inspectors.

p.3

Description of the school

St Cuthbert's is a mixed Roman Catholic comprehensive college for pupils aged 11 to 16. The college is smaller than average, although numbers have increased steadily over recent years and the school is now over-subscribed. Almost half of the pupils are from non-Catholic backgrounds. Attainment on entry to the school is in line with the national average. Most pupils live in wards of high unemployment and deprivation and many are eligible for free school meals. A quarter of pupils have learning difficulties, and this has been increasing in recent years and is now above the national average. In order to support all pupils, the school has identified the 'Every Child Matters' agenda as a priority to address achievement, health problems and to promote economic well-being. The school achieved Specialist School Status for Business and Enterprise in June 2004. This has resulted in some noticeable changes linked especially to work-related learning

p.3

Description of the school

and partnership with business and the community. The school has its own on-site businesses which it intends to make greater use of to support this area of the curriculum, including a hotel, a catering company and a gym, as well as to provide extended school provision. The new principal has been in post since September. The college has experienced some difficulties in appointing governors as well as recruiting sufficiently qualified staff in some curriculum areas recently. Staffing has been relatively stable with the school benefiting in the last two years from an influx of staff to replace those who have retired.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: St Cuthbert's Catholic Community College for Business and Enterprise, 7 December 2005 to 8 December

p.3

Grade: 2

Inspectors agree that this college is a good school which is continuing to improve. Pupils progress well academically because the college has made great efforts in this direction, particularly in developing a curriculum more suited to their needs. Many enjoy practical activities and an increasing number of courses reflect vocational opportunities and support the business and enterprise culture which is being promoted. Examination results, in particular, have improved and the school is now concentrating on ensuring that all subjects of the curriculum are performing to a high standard. The college is well led and managed and has worked hard to build up the capacity to improve even further. The college knows itself well. Strengths and weaknesses have been accurately identified and the college is clear about what needs to be done to improve provision further. Care for pupils is a priority and this reflects the Catholic and Christian ethos which

p.4

Grade: 2

pervades much of the college's work. Pupils and parents comment positively about the good care and support that the school provides. The pastoral system provides a cornerstone of stability which supports those pupils who need it, cajoles those who require it and praises those who deserve it. The college serves the community well. There are very good links with local businesses, partner schools and the local authority. Parents and pupils are pleased with the improvements even though they recognise there is more that can still be achieved. The college is developing into a focus for the community and is making a real difference to the lives of the pupils and their families. It provides good value for money and is successfully raising the aspirations of many of its pupils, preparing them well for their roles in society and the world of work.

p.4

What the school should do to improve further

• Raise standards in literacy and numeracy to support learning across the curriculum. • Make certain that there is a consistent approach by subject leaders in the development of their areas of responsibility, especially in those subjects which are still underachieving. 2 Inspection Report: St Cuthbert's Catholic Community College for Business and Enterprise, 7 December 2005 to 8 December • Raise levels of attendance. • Ensure that marking consistently supports pupils' learning.

p.4

Grade: 2

The overall standards of attainment and rates of progress are good. The majority of the pupils enter the college in Year 7 having achieved standards in line with the national average. Progress across Key Stage 3 is patchy; by the end of Year 9 standards in English are above average whilst standards in mathematics and science are below the national average. By the end of Year 11, however, pupils have made good progress. The successful introduction of new vocational courses in science and information and communication technology (ICT) has had a major impact in the raising of standards. In 2005, the proportion of pupils obtaining five or more general certificate of secondary education (GCSE) passes at grade C or above increased to being well above the national average and this reflects a rising trend. Boys and girls make equally good progress and very few pupils leave with no qualification. Pupils with learning difficulties and/or disabilities

p.5

Grade: 2

are supported well and also make good progress. There are, however, variations between subjects. The college recognises that standards in the core subjects of English and mathematics are below average and has introduced strategies to bring about improvements; an impressive increase in the proportion of pupils achieving at least grade C in English was achieved in 2005.

p.5

Grade: 2

Pupils' personal development is good. It has a positive impact on their achievement. In lessons, pupils settle quickly to work and respond well to the good expectations of their teachers. Behaviour around school is orderly; pupils are considerate and helpful to each other and visitors. Spiritual, moral and social development is strong and pupils' cultural awareness is growing. Most pupils are happy in the college and enjoy coming to school. However, overall attendance remains just below average. Pupils particularly enjoy practical work and the broad range of sporting opportunities offered. They appreciate the inclusive ethos of the college which cultivates self-esteem by celebrating the talents and efforts of each individual. This is exemplified through the weekly Year 7 'Celebration Assembly' which is especially enjoyed by the younger pupils and they clearly delight in and are proud of their achievements. This also helps them to settle into the routines of the

p.5

Grade: 2

school quickly. The large college council provides a useful forum for pupils to air their views. Pupils are being increasingly expected to have a real say in how their college develops. For example, pupils designed and planned the d Ácor of the newly opened Community Learning Centre. Further development of the pupil voice is planned. 3 Inspection Report: St Cuthbert's Catholic Community College for Business and Enterprise, 7 December 2005 to 8 December The house system fosters very good relationships and team spirit and provides pupils with opportunities to contribute to the wider community, for example, through charity fund-raising. Despite the school's efforts, many pupils still choose to eat unhealthily. The new, distinctive vocational curriculum is equipping pupils well for future employment.

p.5

Grade: 2

The college evaluates the quality of teaching and learning to be good and inspectors agree with this judgement. There are many strengths. The implementation of national strategies has impacted positively on learning and the raising of achievement. Teachers have very good relationships with the pupils who are well behaved and willing to learn. Most lessons are well planned using appropriate resources and a variety of teaching methods. Pupils with learning difficulties and/or disabilities are well supported and as a result progress in line with their ability. The best lessons offer constant challenge and expectations are high. Learning is made enjoyable and pupils are enthusiastic, especially when teachers make the learning relevant. Pupils enjoy those lessons most where they have the opportunity to interact with the teacher and peers. They particularly enjoy practical activities and are uninspired on those occasions when

p.6

Grade: 2

lessons are dominated by teacher talk. Assessment forms an integral part of this good teaching. The college assessment system is rigorous and consistent and good use is made of data to track pupils' progress and intervene when necessary. Targets are reviewed regularly and both pupils and parents are fully involved in review days. Pupils are aware of how they are progressing. They all carry personalised tracking cards which they delight in 'whipping out' of their pockets and their diaries to explain how well they are doing. They find this system motivational and are able to identify what they must concentrate on to improve. Frequently relevant homework is set, providing good opportunities for independent learning and to consolidate classwork. However, high quality marking and written feedback to pupils remain inconsistent across the school.

p.6

Grade: 2

The college offers a good range of subjects which match the needs and capabilities of all pupils. Many pupils are committed and involved in the many additional enrichment activities on offer. Statutory requirements are met. The transition unit based on 'Kensuke's Kingdom' enables pupils to make the step from primary school to college more easily. The 'Core' humanities and English programme in Year 7 encourages pupils to settle into the secondary school environment well providing a sense of continuity with their primary experiences. Gifted and talented pupils are identified at an early stage and there are extra enrichment opportunities for these pupils. For example, one 4 Inspection Report: St Cuthbert's Catholic Community College for Business and Enterprise, 7 December 2005 to 8 December pupil represented Merseyside Youth at a conference in the USA and four made a trip to the European Parliament in Brussels.

p.6

Grade: 2

Specialist college status has provided additional opportunities to further broaden the curriculum. In addition to more traditional subjects, a range of vocational and work-related courses has been introduced. The option system in Year 10 encourages pupils to choose a balanced curriculum to suit their particular needs. The college has addressed the need to develop work and life skills through an innovative carousel of learning opportunities. This allows pupils to be involved in a wide range of practical activities including the management and development of their own company (Guranga) selling Fair Trade goods. Pupils enjoy being entrepreneurs with an ethical conscience. Links with the community have been strengthened through the specialist college status and partnerships with business are very good.

p.7

Grade: 1

The college provides outstanding care, support and guidance. Procedures to ensure health and safety are very good. Arrangements to support vulnerable pupils and promote child protection are outstanding. Links with primaries are extremely strong. The innovative 'Tuesday Club' provides an excellent opportunity for the numerous primary pupils who attend to familiarise themselves with the life of the college. This is exceptionally well supported. These initiatives also ensure that staff get to know their pupils very well before they start their new school. The college also supplements its own expertise by appropriate use of outside agencies. Pupils rightly place a very high value on the support offered through the house system and feel safe from bullying and harassment. However, they would like to see better toilet and playground facilities. Pupils' pastoral and academic development is closely tracked. A broad range of intervention strategies, such as literacy progress units, is

p.7

Grade: 1

used sensitively to enable pupils to achieve well. Teachers make effective use of assessment information to help older pupils make informed option choices. Pupils know their targets and how to improve. Reports give parents and carers detailed and helpful information about their child's progress.

p.7

Grade: 2

The inspectors agree with the college's own judgement that leadership and management are good overall. The principal and the head of college are providing very good leadership and are working well with senior colleagues to create a strong team. Together, they are meeting the many challenges the college is facing in its journey towards becoming a real centre for the local community. In particular, the recent restructuring reflects and supports the emerging business and enterprise culture which is now central to the school's philosophy. The small team of governors provide good support, know the college well and are prepared to challenge both the local authority and management in a constructive way when the need arises. There are good collective 5 Inspection Report: St Cuthbert's Catholic Community College for Business and Enterprise, 7 December 2005 to 8 December partnerships being developed with both the local authority and other primary and

p.7

Grade: 2

secondary schools which support both the learning and care for the pupils at St Cuthbert's. There is a clear and collective vision which places the pupils and community firmly at the centre. This is reflected in the overwhelming support of parents who approve of the direction the school is taking and the good start to the world of work which it provides for their children. This vision to create a school for the community is both challenging and exciting. The school acknowledges that it is 'only part-way through its journey' and that there is more to be achieved. Middle managers are beginning to play a more active and influential role. The school recognises that some managers are initiating change more successfully than others. The recent restructuring and clearer lines of responsibility provide a good management structure to support everyone. The departmental self-review is now a clear and standardised process which helps planning for the future and senior managers are

p.8

Grade: 2

keen to ensure that good progress is being made in all areas. The college makes effective use of the resources available. Classroom and corridor displays brighten buildings providing both a seasonal touch as well as a celebration of pupils' achievements. The college provides a good grounding for pupils and prepares them well for life in the outside world. The care and effort being expended in creating a 'college for the community' are well appreciated by the vast majority of parents and pupils. 6 Inspection Report: St Cuthbert's Catholic Community College for Business and Enterprise, 7 December 2005 to 8 December .

p.8

Grade: 2

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 7 Inspection Report: St Cuthbert's Catholic Community College for Business and Enterprise, 7 December 2005 to 8 December

p.9

Inspection judgements

16-19 School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

p.10

Inspection judgements

NA 2 How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? NA 2 How well does the school work in partnership with others to promote learners' well-being? NA NA The quality and standards in foundation stage NA 2 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA Yes Effective steps have been taken to promote improvement since the last inspection

p.10

Inspection judgements

Achievement and standards NA 2 How well do learners achieve? NA 2 The standards 1 reached by learners

p.10

Inspection judgements

NA 2 How well learners make progress, taking account of any significant variations between groups of learners NA 2 How well learners with learning difficulties and disabilities make progress

p.10

Inspection judgements

Personal development and well-being NA 2 How good is the overall personal development and well-being of the learners? NA 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 3 The attendance of learners NA 2 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 3 The extent to which learners adopt healthy lifestyles NA 2 The extent to which learners make a positive contribution to the community NA 2 How well learners develop workplace and other skills that will contribute to their future economic well-being

p.10

Inspection judgements

The quality of provision NA 2 How effective are teaching and learning in meeting the full range of the learners' needs? NA 2 How well do the curriculum and other activities meet the range of needs and interests of learners? NA 1 How well are learners cared for, guided and supported?

p.10

Inspection judgements

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

p.10

Annex A

Leadership and management NA 2 How effective are leadership and management in raising achievement and supporting all learners? NA 2 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 2 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 1 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 How effectively and efficiently resources are deployed to achieve value for money NA 2 The extent to which governors and other supervisory boards discharge their responsibilities NA Yes The adequacy and suitability of staff to ensure that learners are protected

p.11

Annex A

The extent to which schools enable learners to be healthy Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health The extent to which providers ensure that learners stay safe Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them The extent to which learners make a positive contribution Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the

p.11

Annex A

wider community The extent to which schools enable learners to achieve economic well-being Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams Yes Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form Yes Education for all learners aged 14–19 provides an understanding of employment and the economy

p.11

Text from letter to pupils explaining the findings of the inspection

This letter is to tell you about our recent visit to your college to inspect the quality of the education you are experiencing. We particularly enjoyed meeting you and talking to you about your lessons, the activities you are involved in and how you are treated and looked after. What you had to tell us was very valuable and helped us come to the decision that your college is good and has improved in many respects over the last five years. The inspectors were impressed with your behaviour during the two days of our visit. We know from talking to you and the teachers you are not 'angels' all of the time but you have great pride in the school and rarely let it down. You are good 'ambassadors' when representing your school on visits, the sports field or on placements in a variety of workplaces. You particularly enjoy lessons which allow you to work collaboratively and interact with your friends and teachers.

p.12

Text from letter to pupils explaining the findings of the inspection

Practical activities engage you and the school is continuing to change the curriculum to meet your needs. You will have noticed more vocational subjects are being offered and many of you see these as a route towards further studies when you leave St Cuthbert's. The teachers intend to take your preferences into account when planning their lessons to make sure that you make good progress, especially in the important subjects of English, mathematics and science. They intend to make sure they mark your work thoroughly so that you are clear about what you need to do to improve. In return they want you to take more notice when they advise you about eating more healthily. We know you like chips, sweets and crisps but, in your own interests, you should really take more care over your health. Your parents are very happy with the education you are receiving and support the many changes that are happening to make your school an even better place to learn in and a real hub of the

p.12