Setting

Alexandra House 33 Kingsway London WC2B 6SE T 08456 404040 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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23 February 2009 Mrs M Sanders Headteacher Cardinal Newman Catholic School The Upper Drive Hove BN3 6ND

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Ofsted subject survey: good practice in promoting equality

Thank you for your hospitality and co-operation, and that of your staff at Cardinal Newman Secondary School, during our visit on 11 February 2009 to look at work in promoting equality.

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Ofsted subject survey: good practice in promoting equality

The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions, but individual institutions will not be identified in the main text without their consent.

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Ofsted subject survey: good practice in promoting equality

The evidence used to inform the judgements made included meetings with:

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Ofsted subject survey: good practice in promoting equality

 yourself and the senior leadership team  multi-agency partners  staff supporting vulnerable pupils including those with EAL and SEN  external consultants  students  parents.

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Ofsted subject survey: good practice in promoting equality

In addition, brief observations were made of the break-time club for vulnerable students, an EMAS lesson and a Building Positive Relationships group.

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Ofsted subject survey: good practice in promoting equality

A short review of school documentation was also carried out.

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Ofsted subject survey: good practice in promoting equality

The quality of provision to promote equalities is outstanding.

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Features of good practice observed

 The school’s mission statement of ‘Caritas’ and caring for each other is clearly evident in the visual displays and mottos around the school and is modelled by staff in their work with students. Respect for the unique qualities of each person is evident in the procedures and practices of the school and this is recognised by pupils and parents.  The systems and procedures underpinning the area of equalities and the support of vulnerable pupils are exemplary. Early identification from close work carried out with feeder primary schools in Year 6 instigates the process. Procedures and practices within Cardinal Newman are clearly and succinctly documented and are well known and understood by staff.

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Features of good practice observed

 Data is very effectively analysed and used to inform and evaluate the impact and efficacy of support and intervention programmes, for example those for reading, and those for building self-esteem and confidence. Pupil contracts and evaluations are central to these analyses.

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Features of good practice observed

 Early identification of needs, close liaison with the EMAS service and use of multi- lingual teaching staff leads to speedy development of English language skills for students with EAL which facilitates access to the broader curriculum. This, together with the ‘Buddy system’, quickly builds their confidence and enables them to fully participate in the work of the school.

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Features of good practice observed

 The range of group pastoral programmes is excellent. In their different ways they motivate pupils and re-engage them in learning and developing their social and emotional skills. For example the ‘Switch on – Move Forward’ programme for boys has resulted in increased attendance and success in sports while the ‘Building Relationships’ programme for girls has improved their sense of self esteem and their attendance at school.

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Features of good practice observed

 The school works very appropriately with external agencies to meet the needs of the most severely vulnerable pupils, for example those with fragile family structures, mental health needs and attendance issues. External agencies consider that their work is effectively integrated with school support and that communication with their services and within the school system is excellent, which maximises the efficacy of their work.

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Areas for development

 Continue to develop attendance and work with vulnerable pupils as identified in the School Improvement Plan.

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Areas for development

We hope these observations are useful as you continue to develop the promotion of equalities in Cardinal Newman Secondary School.

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Areas for development

As explained previously, a copy of this letter will be sent to your local authority and will be published on Ofsted’s website. It will also be available to the team for your next institutional inspection. Ofsted gathers information on the immediate and longer-term impact of survey inspections, both on the institutions themselves, and with a view to improving its own processes. To this end, we should be grateful if you would complete the attached questionnaire and return it within the next ten days. We have also just sent a copy of the questionnaire by email. Please return your completed questionnaire to either the email or postal address on the form, not to us. We may also contact some schools by telephone after several months in order for us to gain a picture of longer-term impact. Thank you in advance for your assistance.

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