St Augustine of Canterbury Catholic High School

St Augustine of Canterbury Catholic High School Inspection report

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104833 Unique Reference Number St Helens Local Authority 324112 Inspection number 5–6 March 2009 Inspection dates Linda Tetik 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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Secondary Type of school Voluntary aided School category 11–16 Age range of pupils Mixed Gender of pupils Number on roll 739 School (total) The governing body Appropriate authority Mrs Elizabeth Dolan Chair Mrs Linda Mousdale Headteacher 2 November 2005 Date of previous school inspection Boardmans Lane School address Blackbrook St Helens Merseyside WA11 9BB 01744 678112 Telephone number 01744 678113 Fax number

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11–16 Age group 5–6 March 2009 Inspection dates 324112 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. 2 of 11 Inspection Report: St Augustine of Canterbury Catholic High School, 5–6 March 2009

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Introduction

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

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Description of the school

St Augustine of Canterbury Catholic High School is a popular, smaller than average voluntary aided school with specialist status for the visual arts situated in the east of St Helens. The school serves a relatively disadvantaged catchment area and the percentage of students entitled to free school meals is above the national average. The percentage of students with learning difficulties and/or disabilities is in line with the national average. A small percentage of students are of minority ethnic heritage. Very few students speak English as an additional language. The school has achieved the full Healthy Schools Standard and the Silver Artsmark.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: St Augustine of Canterbury Catholic High School, 5–6 March 2009

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Grade: 2

St Augustine of Canterbury Catholic High School is a good school with some outstanding features. The strategic leadership of the headteacher has set a clear direction for improvement. She is well supported by the effective senior leadership team. This has resulted in rising standards and outstanding outcomes for learners' spiritual, moral, social and cultural development. Partnership working, particularly to support the most vulnerable students is a strength of the school. Learners say they enjoy coming to school, that they feel safe and have confidence that the school will deal with any incidents of bullying effectively. This is reflected in the mission statement which describes the school as 'a welcoming family' where they 'respect one another'. They have many opportunities to take on responsibility which help build their skills and confidence. The vast majority of young people are well-prepared for their economic well-being

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Grade: 2

and go on to further education, training or employment. The senior leadership team have focused on improving teaching and learning, developing the curriculum and putting in place effective monitoring and evaluation processes. As a result the proportion of learners attaining five or more higher grade GCSEs is rising and in 2008 it was close to the national average. Inspection evidence shows that learners' current progress is good and standards are in line with national averages. The school is not complacent and recognises the need for continued improvement, particularly the proportion of students achieving five or more higher grade GCSEs including English and mathematics. Attainment in the specialist subject of art and design is good. The school's specialist status for the visual arts contributes greatly to raising standards. It provides a wide range of enrichment opportunities enabling learners to develop their skills and

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Grade: 2

make an outstanding contribution to the community. The school building is adorned with art work from all learners, celebrating their achievement and improving the learning environment. The quality of teaching is good. Teachers plan effectively and use information and communication technology (ICT) imaginatively to provide interesting and engaging lessons that enable most learners to make good progress. They create a positive climate for learning in the classroom and provide good oral feedback so that learners know how to improve their work. Teachers identify the different needs of learners in planning, but in some lessons, particularly for mixed ability groups, it is less clear how these different needs will be met. This occasionally results in some learners making slower progress. The development of the Key Stage 4 curriculum, which provides a good range of academic and vocational courses, is contributing

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Grade: 2

to raising standards. Governors provide good support and hold the school to account. The school's capacity to improve is good and this is evidenced by the effectiveness with which senior leaders have tackled the issues raised at the last inspection.

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What the school should do to improve further

■ Increase the proportion of learners attaining at least five higher GCSE grades including English and mathematics. ■ Ensure teaching is consistent in meeting the needs of all groups of learners, particularly in mixed ability classes. 4 of 11 Inspection Report: St Augustine of Canterbury Catholic High School, 5–6 March 2009

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Grade: 2

Learners start in Year 7 with below average standards overall. Although results in national Key Stage 3 tests were below average in 2007 good improvement was seen in attainment in English, mathematics and science in 2008. Inspection evidence shows that standards are broadly in line with national averages and given the learners' starting points this is good progress. Previous underachievement in mathematics is being tackled effectively. Results in GCSE examinations have improved year-on year. In 2008 results were close to the national average and targets were broadly met. Inspection evidence shows that current standards are in line with national averages and learners are making good progress. Results in the school's specialist subject areas are good and make a major contribution to raising standards. Results for students entered early for GCSE in English and results for modular examinations in GCSE

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Grade: 2

mathematics and science provide evidence for rising attainment and good progress. Students with learning difficulties and/or disabilities and those who are learning to speak English as an additional language needs are well met and they make good progress.

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Grade: 2

Most students are well behaved and polite. The school has high expectations and a clear code of conduct and these contribute to students' self-confidence and enjoyment of school. Students' spiritual, moral, social and cultural development is outstanding. Students are creative and imaginative and have a very strong sense of right and wrong. The effective personal and social education course and activities such as the 'One World' project encourage students to consider issues such as stereotyping, discrimination and prejudice. This results in students showing a high degree of respect towards the customs, traditions and beliefs of others. Students regularly raise money for good causes. They take on responsibilities, for example, as school councillors, peer mentors or junior sports leaders. They say that improvements in teaching, particularly involving the use of visual arts, make lessons more interesting and, as a result, they learn more.

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Grade: 2

Attendance has improved in recent years and most students attend well. However, despite the school's good work in conjunction with the local authority, a small, but significant group of mainly older students are absent too often and, as a result, overall attendance is satisfactory. Students know how to stay safe and have good attitudes to healthy living. They join in enthusiastically in physical education lessons and many take part in extra-curricular sport. They know what foods are good for them and are aware of the dangers of smoking and substance abuse. Students' contribution to the community is outstanding, for instance, through the work of the school council, the healthy school group and with other schools. Students make good progress in developing the skills and abilities needed for their future economic well-being and the proportion of students taking up further education and training after the age of 16 is high.

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Grade: 2

The overall quality of teaching and learning is good. Teachers have good subject knowledge and explain ideas clearly. Planning includes a wide range of interesting activities to keep students engaged in their learning. Question and answer sessions are conducted well and neatly dovetailed 5 of 11 Inspection Report: St Augustine of Canterbury Catholic High School, 5–6 March 2009 into practical activities. Teachers provide learners with good oral feedback and this motivates them to do well and builds good relationships. In Key Stage 4 in particular, where oral assessment is linked to explicit examination grade criteria, learners acquire good self-esteem and understanding of how to improve their work. In most lessons, teachers have high expectations of students' progress and learning is lively. Teachers make effective use of ICT to develop students' skills and understanding. Lessons are clearly structured as teachers consistently use

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Grade: 2

the school's detailed lesson format to help them plan their lessons. Lesson outcomes for different abilities of learners are consistently outlined in these plans, but it is not always clear how the different needs of these learners will be met. On these occasions, which are more common in mixed ability classes, the pace of learning drops a little and some students' progress slows. The robust monitoring of teaching and learning and the sharing of good practice have been instrumental in improving the quality of the learning experience.

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Grade: 2

The curriculum meets statutory requirements and successfully promotes learners' achievement and personal development. They follow a traditional range of subjects at Key Stage 3, with the choice of French or Spanish. This is enhanced by initiatives to increase students' involvement in their own learning and to promote literacy and numeracy. The Key Stage 4 curriculum provides a good range of academic and vocational courses well matched to learners' needs. They particularly value the new courses and the improved ICT resources which have resulted from the school's status as a visual arts college. The school works very well with other local providers to offer a range of vocational courses: for example, in hairdressing and engineering. Alternative courses meet the needs of a small number of learners for whom mainstream courses would not be the most appropriate option. The school encourages learners to take part in the good

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Grade: 2

programme of extensive extra-curricular activities including master and revision classes and the chance to obtain sports leadership qualifications. Popular themed events involving a broad range of external providers and a wide programme of visits give opportunities for students to extend their learning and broaden their horizons.

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Grade: 2

The care, support and guidance provided by the school are good with some outstanding elements. Staff are highly committed to the well-being of learners and are very proficient in identifying learners who are at risk of underachieving. The management of support for vulnerable students and their families is outstanding; the school plays a vital role in marshalling support from other agencies to help students and families. The health, safety and well-being of students are given the highest priority. Progress is monitored well and parents and carers receive termly progress reports. Learners receive good oral guidance on what they should do to improve their work. The good practice in marking is not yet fully consistent in all subjects. Students are given good opportunities to experience the world of work and are well informed about their choices when they leave school. The school has been successful in involving parents and carers in school

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Grade: 2

life and is active in canvassing their views. 6 of 11 Inspection Report: St Augustine of Canterbury Catholic High School, 5–6 March 2009

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Grade: 2

The senior leadership provides very effective, energetic and purposeful direction. A major strength is its work to ensure the well-being of learners, in particular the needs of the most vulnerable. The school's contribution to community cohesion is excellent. This is evident in the outstanding outcomes for learners' spiritual, moral, social and cultural development. The school's specialism has been a key factor in this success. Comprehensive systems for monitoring, evaluating and reviewing the performance of the school have been established. The headteacher has taken decisive action to improve leadership in key areas of the curriculum. While the impact of this work has yet to be fully realised there is clear evidence of rising standards, for example, in mathematics. In other subjects, the successful focus on raising the quality of teaching and learning has boosted learners' achievement. The personal and academic progress of individual

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Grade: 2

learners is carefully tracked. Targets are challenging, but realistic and the school is increasingly successful in meeting them. The school has correctly identified the key priorities to raise standards. Governors support and challenge the school effectively. Financial resources are carefully matched to the priorities identified in the good school development plan. Child protection and other safeguarding procedures are fully compliant with current government guidelines. Excellent partnerships have been established with the wider community partly as a consequence of the development work carried out by the school's specialism. The school has made substantial progress since its previous inspection and has good capacity for further improvement. 7 of 11 Inspection Report: St Augustine of Canterbury Catholic High School, 5–6 March 2009 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: St Augustine of Canterbury Catholic High School, 5–6 March 2009

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Inspection judgements

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

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needs of learners?

Yes Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well being? 2 The capacity to make any necessary improvements

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Achievement and standards

2 How well do learners achieve? 3 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and/or disabilities make progress

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Achievement and standards

1 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. 9 of 11 Inspection Report: St Augustine of Canterbury Catholic High School, 5–6 March 2009

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learners?

1 The extent of learners' spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 2 The extent to which learners enjoy their education 3 The attendance of learners 2 The behaviour of learners 1 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 2 How well are learners cared for, guided and supported?

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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 2 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation 1 How well equality of opportunity is promoted and discrimination eliminated 1 How well does the school contribute to community cohesion? 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 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? 10 of 11 Inspection Report: St Augustine of Canterbury Catholic High School, 5–6 March 2009

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Text from letter to pupils explaining the findings of the inspection

Thank you for your warm welcome when we came to your school recently. We enjoyed meeting you, getting to know your school and seeing your impressive work in the visual arts displayed around the school. We were sorry we did not have time to go to the art exhibition. You will be pleased to hear that you go to a good school that is improving all the time. We were impressed by your politeness, good behaviour and how well you get on with each other. Here are a few examples of what we found during our visit.

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Text from letter to pupils explaining the findings of the inspection

■ Your headteacher and senior managers lead the school very well.

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Text from letter to pupils explaining the findings of the inspection

■ The staff are committed to caring for your well-being and are excellent role models for you.

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Text from letter to pupils explaining the findings of the inspection

■ Teachers provide you with interesting and engaging lessons.

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Text from letter to pupils explaining the findings of the inspection

■ Specialist status for the visual arts is having a significant impact by providing you with a wide range of experiences and opportunities. ■ You make an outstanding contribution to the school and local communities.

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Text from letter to pupils explaining the findings of the inspection

■ Results at GCSE are rising every year and this is due to the drive of the senior leaders, the skill of the teachers and your own hard work. We have asked the school to make sure that:

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Text from letter to pupils explaining the findings of the inspection

■ teaching is consistent in enabling all of you to make good progress

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Text from letter to pupils explaining the findings of the inspection

■ more of you attain at least five higher passes at GCSE including English and mathematics.

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Text from letter to pupils explaining the findings of the inspection

Although most of you enjoy school and attend well there are a few who are absent too much. They can help the school by improving their attendance. I am confident that you will continue to work hard to make sure that your school continues to go from strength to strength in future. 11 of 11 Inspection Report: St Augustine of Canterbury Catholic High School, 5–6 March 2009

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