St Bede's Catholic High School

Inspection Report St Bede's Catholic High School

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119792 Unique Reference Number Lancashire LEA 280661 Inspection number 7 June 2006 to 8 June 2006 Inspection dates Mrs Jean Kendall HMI Reporting inspector

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

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St Anne's Road School address Secondary Type of school Ormskirk Voluntary aided School category Lancashire, L39 4TA 11 to 16 Age range of pupils 01695 570335 Telephone number Mixed Gender of pupils 01695 571686 Fax number 691 Number on roll Mr Michael Kelly Chair of governors The governing body Appropriate authority Mr Philip Entwistle OBE Headteacher 1 May 2000 Date of previous inspection

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Inspection number Inspection dates Age group 280661 7 June 2006 - 11 to 16 8 June 2006 Website: www.ofsted.gov.uk

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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.

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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.

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Introduction

The inspection was carried out by one of Her Majesty's Inspectors of Schools (HMI) and three Additional Inspectors.

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Description of the school

St Bede’s Catholic High is a popular, voluntary aided mixed comprehensive school. It is smaller than average with 691 pupils on roll. Pupils come from a variety of areas that are rural, semi-rural and urban in character. The proportion of pupils eligible for free school meals is below the national average. Pupils are predominantly White British and no pupils speak English as an additional language. The overall attainment of pupils entering the school in Year 7 is above average. The school also provides for a higher than average proportion of pupils with learning difficulties and/or disabilities. The school has achieved specialist status for visual and performing arts which will be launched in September 2006.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: St Bede's Catholic High School, 7 June 2006 to 8 June 2006

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Grade: 2

St Bede’s provides a good standard of education that is underpinned by a strong Catholic ethos which nurtures pupils’ academic and personal development. It provides a welcoming and attractive environment which instils a sense of calm. Pupils are proud of their school and the majority of parents are satisfied with the quality of care and education provided. Teaching is predominantly good, although a small number of teachers use more limited strategies which do not fully engage pupils in their learning. Most teaching builds on the strong achievement and work habits that pupils have when they start in Year 7. Pupils attain high standards and are well prepared for further education or training. The quality of care and support pupils receive is outstanding and pupils make excellent progress in their personal development. Attendance figures and the contribution pupils make to the community are outstanding. The curriculum

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Grade: 2

is good. Leadership and management of the school are good. The leadership of the headteacher and senior leadership team is very impressive; they provide a clear vision and share a strong commitment to continuing school improvement. Rigorous self-evaluation gives governors and leaders at all levels a good understanding of strengths and weaknesses and they have dealt effectively with issues raised in the last inspection report. Subject development plans accurately identify areas for improvement, and some identify actions to raise pupils’ standards and achievement even further. The leadership team has formulated plans to deal with weaknesses and has very good capacity to do so. The school uses its funding well and gives very good value for money.

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What the school should do to improve further

• Involve pupils more in evaluating their learning so that they know how they can improve their work and make consistently good progress. • Ensure that creative and innovative teaching strategies are shared regularly across departments.

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Grade: 2

Pupils make good progress across the whole school and GCSE results at Year 11 are consistently high. When pupils enter the school in Year 7, their standards are above average. They usually make good progress in Years 7, 8 and 9 to attain well above average standards in the Year 9 national tests. However, this was not the case in 2005 when a number of pupils made below average progress in relation to their starting points. The school has identified a group of middle and higher ability girls who achieved below expectations and is providing additional support to ensure they achieve their potential. Inspection evidence shows that pupils currently in Years 7 to 9 are making good progress. 2 Inspection Report: St Bede's Catholic High School, 7 June 2006 to 8 June 2006 At the end of Year 11, the percentage of pupils attaining five or more A* to C grades at GCSE has been well above average in recent years. The overall progress made by

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Grade: 2

pupils in Years 10 and 11 is good based on their previous performance although there was some variation between subjects in 2005. Pupils made particularly good progress in English, French and history and results were significantly above national averages in these subjects. Pupils made satisfactory progress in mathematics. Achievement could be better in science and religious education (RE), where fewer than expected pupils achieved the higher grades A* and A in 2005. Pupils with learning difficulties and/or disabilities achieved very well.

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Grade: 1

Pupils’ personal development and well-being are outstanding. Pupils really enjoy coming to school and have very positive attitudes to learning. Many take part in the wide range of extra-curricular activities which the school provides, notably in the performing arts and sport. Relationships are harmonious and productive and the quality of behaviour is reflected in the very low number of exclusions. Moral, social, spiritual and cultural development are excellent. Recognising the monocultural character of the local environment, the school ensures that pupils have positive experiences of cultural, ethnic and religious diversity; for example, through music, art, drama and RE. Pupils, parents and carers believe that bullying is rare and dealt with effectively when it does occur. Pupils feel safe in school and know who to approach should they need advice. They understand the way in which diet and physical activity contribute to a

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Grade: 1

healthy lifestyle. Pupils enjoy greatly the opportunities provided to take on responsibility and to represent the school, and appreciate the fact that their voice is listened to and acted upon through the work of the very effective school council. Pupils are prepared very well for later life through good careers guidance. They are very generous in contributing to a wide range of local, national and international charities.

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Grade: 2

Pupils learn well because teaching is predominantly good. Relationships are strong, pupils are keen to learn and their behaviour and attitudes are excellent. In most classes, teachers use effective teaching strategies and work is well matched to the needs of pupils. A small number of teachers use more limited strategies, which do not always engage pupils in active and collaborative learning or develop their ideas and insights fully. In the most effective lessons learning objectives are linked with assessment, and learning is checked regularly so that pupils know how well they are doing and what they need to do next. In these lessons, teachers have good subject knowledge, give 3 Inspection Report: St Bede's Catholic High School, 7 June 2006 to 8 June 2006 effective demonstrations and use questioning skilfully to develop pupils’ understanding. They have high expectations of what pupils can achieve and pupils respond

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Grade: 2

enthusiastically and make good progress. Pupils with learning difficulties or disabilities make very good progress because teaching is lively and interesting and well matched to their needs The school recognises where improvement is needed and has formed a teaching and learning group to develop creative approaches. This is beginning to have a positive impact in some subjects. The involvement of pupils in evaluating their work and systems for tracking the pupils’ progress are being developed and are used well by some departments. However, these are not yet having a consistently marked impact on pupils’ achievement and a few pupils, particularly those in middle ability sets, do not do as well as they could in all subjects.

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Grade: 2

The curriculum is good; it is broad and balanced and offers a suitable choice of GCSE and vocational courses. In addition to English, English literature, mathematics and science, all pupils take GCSE RE. The development of numeracy and literacy is well embedded into the lessons in all departments. Close links with local colleges and industry augment a very good work experience programme. The needs of pupils with learning difficulties and/or disabilities are met very well. There is also a good range of extra curricular and sporting activities, clubs and societies, such as the Duke of Edinburgh Award and the ‘Giants’ and ‘One World’ clubs, which greatly enhance the social and cultural opportunities for pupils. There are exciting plans to extend and enrich the curriculum even further from September to reflect the new arts college status.

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Grade: 1

Care, support and guidance are outstanding. The school has a very strong commitment to inclusion and its work in this area reflects a Catholic ethos that permeates the work of the school. Very effective procedures ensure that pupils in need of pastoral support are identified early and that appropriate measures are taken to deal with any problems. There are close links with a range of external services, and the school’s chaplaincy and counselling services are also used well. Pupils appreciate the quality of the school’s programme for helping them to transfer smoothly to St Bede’s from their primary schools. The support given to pupils to help them progress to further education or training is excellent; all pupils have continued into further education or training in the last few years. The quality of academic support is good, although not fully consistent in all departments. The senior management know where practice needs improving and

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Grade: 1

have plans of good quality to deal with this issue. Risk assessments are in place. Child protection procedures are thorough, clear and well understood by staff, and pupils know who to turn to if in need. Pupils with learning difficulties and/or disabilities are well supported and make very good progress. 4 Inspection Report: St Bede's Catholic High School, 7 June 2006 to 8 June 2006

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Grade: 2

Leadership and management of the school, including its governance, are good. The leadership of the headteacher and deputies is very impressive. Their clear vision is shared well with the staff and creates a common sense of purpose. As a result, there is a strong feeling of optimism and confidence throughout the school which complements its excellent ethos. This is further enhanced by the successful and well managed bid to become a specialist performing arts college. Senior managers have an accurate view of the school’s main strengths and constantly seek further improvements. Good use is made of monitoring and self-evaluation, especially in improving teaching and learning. Performance management is firmly embedded and well linked to teachers’ professional development. Departments are encouraged to be self-critical, ambitious and innovative and to share best practice with other colleagues. Subject development plans accurately identify areas for

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Grade: 2

improvement, although some do not give sufficient weight to raising pupils’ standards and achievement even further. The use of data for the tracking of pupils’ progress requires some refinement. In the identification of areas for improvement, the views of senior staff and of inspectors were closely aligned. The school is very committed to educational inclusion. Strong pastoral systems provide first-class personal development and contribute very well to an ethos which encourages mutual support and respect. The school promotes very good links between its pupils and the local community. Most parents are satisfied with the communication between school and home, although a few are concerned about the extent to which their views are listened to and addressed. Governors are experienced, know the school well and provide good support and challenge. The management of finances, staffing and resources is very effective.

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Grade: 2

Overall, St Bede’s provides very good value for money and because of its strong leadership and increasingly robust self-evaluation systems, has the capacity to become an outstanding school. 5 Inspection Report: St Bede's Catholic High School, 7 June 2006 to 8 June 2006 .

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Grade: 2

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 Inspection Report: St Bede's Catholic High School, 7 June 2006 to 8 June 2006

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Inspection judgements

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

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Overall effectiveness

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

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Achievement and standards

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

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Achievement and standards

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

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Personal development and well-being

NA 1 How good is the overall personal development and well-being of the learners? NA 1 The extent of learners' spiritual, moral, social and cultural development NA 1 The behaviour of learners NA 1 The attendance of learners NA 1 How well learners enjoy their education NA 1 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 1 The extent to which learners make a positive contribution to the community NA 1 How well learners develop workplace and other skills that will contribute to their future economic well-being

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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?

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The quality of provision

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

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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 2 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

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Leadership and management

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

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Leadership and management

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

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Text from letter to pupils explaining the findings of the inspection

Alexandra House 33 Kingsway London WC2B 6SE T 0207 421 6800 F 0207 421 6707 Ofsted helpline 08456 404045 To the pupils of St Bede's Catholic High School St Anne's Road Ormskirk Lancashire L39 4TA 7 Jun 2006 Dear Pupils Thank you for making us so welcome. We enjoyed talking to you about your work and your life in school. We were very impressed by your excellent behaviour and your positive relationships. We particularly liked the way you support and encourage one another. You are keen to learn and this is an important element in the high standards you achieve. It is obvious that you enjoy coming to school and have excellent attendance. Rightly, you can be very proud of the welcoming and attractive environment your school provides. We found that your school provides a good standard of education and staff are committed to helping each of you fulfil your potential. The care, guidance and support provided by staff are

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Text from letter to pupils explaining the findings of the inspection

outstanding and help you make excellent progress in your personal development. We found that most of the teaching is good and helps you to make good progress. Those of you with particular needs are very well supported and make very good progress. You enjoy the many additional activities your school offers and are well prepared for further education or training. Your school has good examination results, but we think it can improve further by giving you more detailed feedback so that you know how to improve your work and achieve even higher grades. The school could also ensure that the creative and collaborative approaches to teaching you enjoy most are used across the school. This will help to make all your lessons interesting by adding more variety to the sorts of activities you do in class. I wish you all the best for the future. Yours faithfully Jean Kendall HMI Lead Inspector

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