St Thomas More Catholic School, Willenhall

St Thomas More Catholic School, Willenhall Inspection report

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104259 Unique Reference Number Walsall Local Authority 308554 Inspection number 10 °11 October 2007 Inspection dates Philippa Francis HMI Reporting inspector

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

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Comprehensive Type of school Voluntary aided School category 11 °19 Age range of pupils Mixed Gender of pupils Number on roll 1185 School 263 6th form The governing body Appropriate authority Richard Dalton Chair Sean Flynn Headteacher 18 October 2004 Date of previous school inspection Darlaston Lane School address Bilston WV14 7BL 01902 368798 Telephone number 01902 365397 Fax number

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11-19 Age group 10 °11 October 2007 Inspection dates 308554 Inspection number .

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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 and four Additional Inspectors. A section 48 inspection took place at the same time as the section 5 inspection.

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Description of the school

St Thomas More is a large comprehensive school with a sixth form. It has held specialist status in business and enterprise since 2003. It serves an area of high social and economic disadvantage and a greater proportion of students than average is eligible for free school meals. The proportion of students with learning difficulties and/or disabilities is lower than average, but increasing. A slightly higher than average proportion of students comes from minority ethnic groups.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 12 Inspection Report: St Thomas More Catholic School, Willenhall, 10 °11 October 2007

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Grade: 3

St Thomas More is an inclusive, popular school with a growing sixth form, which is well supported by parents and the local community. Its overall effectiveness is satisfactory, a judgement that matches the school's own view of itself. Achievement is satisfactory and standards are average across the school. Students make good gains in their personal and social development. The school consistently delivers a high level of care and support for its students. The curriculum is developing well, and is good. Specialist status is managed well and has had a positive impact on much of the school's work. Leadership and management are satisfactory. Managers work well with a full range of partners, in particular the 15 primary schools linked through specialist status. The school's record of improvement was strong up until 2006, with its results improving at a better rate than was found nationally. However, the results dipped in 2007, with

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Grade: 3

underachievement in mathematics and science. In part, this was due to difficulties in recruiting teachers in key subject areas but also because of insufficient monitoring of students' progress. Since that point, the school has taken prompt action to tackle this underachievement, with clear signs of improvement. It has satisfactory capacity to improve further. Teaching and learning are satisfactory, with good features. Lessons are enjoyable and disruptive behaviour is much less common than in recent years. Teachers plan carefully, but often over-direct lessons, missing opportunities to provide extra challenge to stretch students. Assessment works well to support learning, with a greater emphasis in the current year on the effective use of homework. Good provision for social, moral, spiritual and cultural education, along with many initiatives to promote enterprise skills, helps students to develop well and

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Grade: 3

prepares them effectively for their future lives. The school has been successful in improving attendance and behaviour, which are now good. It has maintained a high level of care, guidance and support, although the link between pastoral and academic managers is still not strong enough. Self-evaluation is comprehensive and evaluative, with well-focused priorities for improvement identified. However, the actions identified for improvement in teaching and learning are taking time to come to fruition. Improvements to a number of management functions have taken place, including putting in place a better system for tracking students' attendance, behaviour and progress, now being used to good effect. The process of setting targets is inadequate and undergoing a much-needed review to ensure the provision of subject-based, challenging targets that promote improvement. Resources are used effectively as a result of tight financial

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Grade: 3

management, and the school provides satisfactory value for money. Governance is good, providing detailed scrutiny of the school's work and in rigorously holding the school to account for the performance of students.

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Grade: 3

An increasing number of students stay on into the sixth form. Their results are generally improving, and they make satisfactory progress. In 2007, the overall pass rate at A level was broadly average, and above average in business studies, sociology and information and communication technology (ICT). Retention rates are satisfactory and progression to higher education is good, especially as many students come from backgrounds of limited experience of this level of study. Students develop confidence and learn useful study skills, although their ability to work independently is underdeveloped. Teaching is satisfactory with good features. 4 of 12 Inspection Report: St Thomas More Catholic School, Willenhall, 10 °11 October 2007 The academic curriculum is broad at A level, and includes a limited number of vocational options. Personal support for students is comprehensive and improved tutorial arrangements, including

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Grade: 3

more effective target setting, are having a beneficial impact on achievement in the current academic year. Students make good progress in their personal development and play an important part in contributing to life in the whole school.

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What the school should do to improve further

■ Monitor progress more effectively in mathematics and science and intervene Promptly when students are at risk of underachieving ■ Improve the quality of learning by implementing rigorously the specific actions for improvement identified through lesson observations ■ Clarify the systems for setting targets and set students targets that are more challenging in subjects.

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Grade for sixth form: 3

Students' prior attainment varies from broadly average to slightly below average, especially in literacy and numeracy skills. The level of achievement made by all groups of students is satisfactory. Achievement in two of the school's specialist subjects - business studies and ICT - is good. The development of enterprise skills across the school is a particular strength. Students make better progress between Key Stage 3 and 4, compensating for their slower progress in the earlier key stage. Progress in English, mathematics and science varies. Students make satisfactory progress in English and science, where there has been improvement. However, in mathematics in 2007, there was significant underachievement at Key Stage 4. Inspection evidence shows that students are now making satisfactory progress in mathematics. In 2007, the school came close to or met its statutory targets at Key Stage 4, but undershot its targets

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Grade for sixth form: 3

in the core subjects at Key Stage 3, except in ICT. Standards at Key Stage 3 have been rising steadily in recent years, at a better rate than nationally. Overall, in 2006, standards at Key Stage 3 were close to average and above average in English. However, standards dipped in 2007 to below average, reflecting this cohort's lower starting point. Standards at Key Stage 4 had also been rising up to 2006, narrowing the gap between the school's results and the national average. However, in 2007, albeit for a slightly lower ability cohort, results dipped, and attainment in mathematics and science was well below average. Almost all students achieved at least one pass at GCSE and the percentage gaining five or more A* to G grades was slightly higher than the national figure.

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Grade for sixth form: 2

Students really enjoy school and the majority want to learn. Many participate enthusiastically in a wide range of extra-curricular activities. Students are generally considerate in their behaviour towards each other, with little bullying reported. Disruptive behaviour is being addressed more effectively with the support of the recently set up inclusion unit. Attendance is good and punctuality is improving. Students have an informed awareness of developing healthier lifestyles through participation in sport, gaining a better understanding of issues such as the dangers of 5 of 12 Inspection Report: St Thomas More Catholic School, Willenhall, 10 °11 October 2007 substance abuse and through seeking healthier food options. They are well prepared for the world of work through work-related learning opportunities across the curriculum, and projects such as establishing a 'Young Chamber', where they develop confidence, organisational skills

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Grade for sixth form: 2

and financial expertise. Assemblies, the curriculum and positive role modelling by staff promote students' social and moral development well. Their spiritual development needs are met well through a rich prayer life and opportunities for quiet reflection in the school chapel. Multicultural aspects of today's society are explored in dance and art, as well as discussion in lessons about other faiths and cultures. The school council makes a valuable contribution to school life, and is integral to the decision-making process. Students run a wide variety of successful fundraising events for charity.

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Grade for sixth form: 3

Teaching and learning are satisfactory. Typically, lessons are structured well, build on previous learning, and involve good relationships between students and teachers. Teachers are well prepared and have a good command of their subject. They regularly set appropriate homework which reinforces and extends learning, and mark students' work in a way that helps them to improve. A significant amount of teaching is better and, at its best, enables students to make good progress. However, good teaching is not seen consistently enough. Teaching is sometimes over-directed and prevents greater involvement of students, including in the assessment of their own work or that of others. Work is not always well matched to the needs and abilities of all the students. In a few lessons, learning objectives are unspecific with insufficient checks that learning has taken place. The school's monitoring of teaching is systematic and accurate,

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Grade for sixth form: 3

and it has a good understanding of the strengths and weaknesses in teaching. However, it does not always provide effective action to bring about more widespread high quality teaching.

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Grade for sixth form: 2

The curriculum, enriched through the business and enterprise specialism and by a strong extra-curricular programme, is good. The timetabled curriculum is satisfactory overall, matching the needs of most of students, including those with learning difficulties. The provision for ICT across the curriculum is good; however, provision for skills in literacy and numeracy is not yet well established. At Key Stage 4, students are given the opportunity to study an appropriate range of optional subjects which include mainly GCSE courses and a few vocational and learning support options which also support learning in the core subjects. Students have been influential in the introduction of media studies, performing arts and sociology and value their involvement in this respect. The introduction of the young apprenticeship course in 2005 for a small cohort of students has been highly successful and provides a clear direction for further development

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Grade for sixth form: 2

of the vocational strand of the curriculum. The distinctive set of learning support options is valued by students and parents. However, the potential that these coordinated courses provide for offering further and higher qualifications to students is not fully realised. 6 of 12 Inspection Report: St Thomas More Catholic School, Willenhall, 10 °11 October 2007 Enrichment is a significant strength and includes a strong element of work-related learning, a programme of business and enterprise activities that provides a good preparation for economic well-being and a broad range of extra-curricular activities. This also encourages some outstanding individual student initiative and enterprise. Curricular innovation provides good opportunities for early entry for a short course in GCSE religious education in Year 9 and GCSE mathematics in Year 10, followed by a module of AS mathematics in Year 11.

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Grade for sixth form: 2

Well-established systems and routines that ensure good care and support mean that students settle into school life quickly, especially in Year 7. Year 10 students, trained as peer mentors, further support their well-being. Child protection arrangements are secure, and sound procedures are in place to ensure the safety and well-being of students on visits out of school. Students and parents praise staff for their approachability and willingness to give help and advice with academic and personal needs. However, academic monitoring and support is not as developed as the strong pastoral care, because they are only now closely linked. The newly-developed system for tracking progress and setting individual targets in all subjects is at an early stage of implementation across the school. Support for students with learning difficulties and/or disabilities is satisfactory, with a greater focus on literacy rather than the full range of all other

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Grade for sixth form: 2

subjects. Careers guidance is satisfactory, with good quality resources, including ICT software packages, but limited curriculum time.

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Grade for sixth form: 3

Leadership has a realistic view of the school and a clear vision for improvement. Managers ensure the provision of a safe, well-resourced and productive learning environment. The impressive school building functions well and pastoral management is strong. The impact of managers on raising achievement has been strong up to 2006; however, in 2007, a general downturn in results occurred. Difficulties in recruiting key staff and in providing satisfactory cover for absent staff, along with shortcomings in monitoring progress, especially during the revision period before the final examinations in mathematics, contributed to this downturn. However, rigorous evaluation of shortcomings and subsequent prompt action have resolved many of these concerns. The school is now fully staffed and current students are making satisfactory progress. The present system for setting targets for students' performance is inadequate in promoting

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Grade for sixth form: 3

achievement. Managers are implementing a revised approach that focuses effectively on individual students' performance in particular subject areas. The system for monitoring classroom performance is strong. Managers at all levels have clear responsibilities and meet regularly with memebers of the senior leadership team. They feel well supported and well resourced to lead their particular areas. Managers have focused resources to improve the quality of teaching but these initiatives have had limited impact. The recruitment of specialist staff, sharing good practice, developing teaching skills and an atmosphere of professional dialogue are positive and effective starts to this improvement. A whole-curriculum review is timely and is based 7 of 12 Inspection Report: St Thomas More Catholic School, Willenhall, 10 °11 October 2007 around ensuring a close match between the courses offered and meeting the needs and

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Grade for sixth form: 3

aspirations of all students by increasing the vocational options still further. The school's specialism is managed well, has a positive impact across the school and provides some of the best results. Self-evaluation is realistic and thorough. Governance is good. Governors provide challenge to school leaders and are 'critical friends'. They are active in the life of the school and many have close links with particular areas. Financial control is sound, with the resources used well to enhance the quality of education. Value for money is satisfactory. 8 of 12 Inspection Report: St Thomas More Catholic School, Willenhall, 10 °11 October 2007 .

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Grade for sixth form: 3

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 9 of 12 Inspection Report: St Thomas More Catholic School, Willenhall, 10 °11 October 2007

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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

3 3 How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? Yes Yes Effective steps have been taken to promote improvement since the last inspection 2 2 How well does the school work in partnership with others to promote learners' well-being? 3 3 The capacity to make any necessary improvements

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Achievement and standards

3 3 How well do learners achieve? 3 3 The standards 1 reached by learners

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Achievement and standards

3 3 How well learners make progress, taking account of any significant variations between groups of learners How well learners with learning difficulties and disabilities make progress

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well-being of the learners?

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

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range of needs and interests of learners?

2 2 How well are learners cared for, guided and supported?

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range of needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 10 of 12 Inspection Report: St Thomas More Catholic School, Willenhall, 10 °11 October 2007

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achievement and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise standards 3 3 The effectiveness of the school's self-evaluation How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 11 of 12 Inspection Report: St Thomas More Catholic School, Willenhall, 10 °11 October 2007

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Text from letter to pupils explaining the findings of the inspection

15 October 2007 Dear Students Inspection of St Thomas More Catholic School, Willenhall, WV14 7BL Thank you for contributing to the recent inspection of your school. We enjoyed meeting many of you and valued your comments about school life. We judge your school to be satisfactory overall. The progress you make in school and the results you gain in external tests are satisfactory, although the results in GCSE mathematics and science were well below average in 2007. We have asked your teachers to focus on these important subjects and to monitor your progress carefully to help raise standards. You gain good results in business studies and ICT, and the enterprise skills you develop prepare you well for the future. Your personal development is good and teachers provide a high level of care, support and guidance for you. The majority of lessons you receive are satisfactory, enjoyable, well planned and help you to learn. In a few lessons, your teachers do not encourage you to think

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Text from letter to pupils explaining the findings of the inspection

for yourselves enough, or give you sufficient challenge to stretch your capabilities. We have asked that your teachers place more emphasis on these aspects of lessons. The curriculum is good, and new courses such as the 'Young Apprenticeship' scheme and in performing arts are positive additions. The headteacher and his team have sound plans for the future and know well the strengths and areas for improvement in your school. We have asked them to review the process of setting targets in individual subjects to make sure that you are all motivated to improve and to monitor your progress in mathematics and science closely, especially close to final exam time. Congratulations on the successful fundraising that you undertake and on your contribution to school life, especially in support of younger students. In particular, we noted the enthusiasm in your contributions to the 'Young Chamber' initiative and wish you success with this valuable

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Text from letter to pupils explaining the findings of the inspection

piece of work. Yours sincerely Philippa Francis Her Majesty's Inspector 12 of 12 Inspection Report: St Thomas More Catholic School, Willenhall, 10 °11 October 2007

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Annex B

Inspection of St Thomas More Catholic School, Willenhall, WV14 7BL

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Annex B

Thank you for contributing to the recent inspection of your school. We enjoyed meeting many of you and valued your comments about school life.

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Annex B

We judge your school to be satisfactory overall. The progress you make in school and the results you gain in external tests are satisfactory, although the results in GCSE mathematics and science were well below average in 2007. We have asked your teachers to focus on these important subjects and to monitor your progress carefully to help raise standards. You gain good results in business studies and ICT, and the enterprise skills you develop prepare you well for the future. Your personal development is good and teachers provide a high level of care, support and guidance for you. The majority of lessons you receive are satisfactory, enjoyable, well planned and help you to learn. In a few lessons, your teachers do not encourage you to think for yourselves enough, or give you sufficient challenge to stretch your capabilities. We have asked that your teachers place more emphasis on these aspects of lessons.

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Annex B

The curriculum is good, and new courses such as the ‘Young Apprenticeship’ scheme and in performing arts are positive additions.

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Annex B

The headteacher and his team have sound plans for the future and know well the strengths and areas for improvement in your school. We have asked them to review the process of setting targets in individual subjects to make sure that you are all motivated to improve and to monitor your progress in mathematics and science closely, especially close to final exam time.

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Annex B

Congratulations on the successful fundraising that you undertake and on your contribution to school life, especially in support of younger students. In particular, we noted the enthusiasm in your contributions to the ‘Young Chamber’ initiative and wish you success with this valuable piece of work.

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Annex B

Philippa Francis Her Majesty’s Inspector

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