Archdiocese of Birmingham

Archdiocese of Birmingham INSPECTION REPORT ST THOMAS MORE CATHOLIC HIGH SCHOOL STOKE ON TRENT Inspection dates 8 th -9 th July 2013 Reporting Inspector Mr Paul Nutt Assisting Inspector Mr Glen Alexander Inspection carried out under Section 48 of the Education Act 2005 Type of School Age range of pupils Number on roll 1079 Appropriate authority Chair of governors School address Voluntary aided 11-18 years The governing body Rev Mr W. A. Davies Longton Hall Road Longton Stoke-on-Trent ST3 2NJ Telephone number 01782 234734 E-mail address Date of previous inspection May 2008 DFE School number 861/5400 Unique Reference Number 124465 office@stmcc.net Headteacher Mr Martin Nugent MAKING CHRIST KNOWN TODAY

Introduction The inspection was carried out by two Diocesan Inspectors. The focus of the inspection was on the effectiveness and use of the school s self evaluation of Catholic life and religious education (RE). To validate the school s self-evaluation of teaching and learning, the inspectors observed 6 whole or part RE lessons, one with a member of the senior leadership group. In addition the inspectors attended aspects of a Year 9 Vocations Day, completed a work scrutiny and held discussions with the school council, the most recent Lourdes group, sixth form students and primary prayer partnerships to evaluate the impact of teaching and extra-curricular opportunities on their learning over time. They held meetings with the chair of governors, link governor, senior staff, 2 trainee members of staff and the priest chaplain. They observed a Mass, class worship and a year assembly. They looked at a range of evidence related to the school s self evaluation such as RAISEonline, the post-ofsted development plan, departmental planning, and teachers planning. Alongside the validation of school self evaluation, the inspectors gathered evidence about the vocations day, evidence which will be shared with other diocesan schools. Information about the school St Thomas More Catholic College is a slightly larger than average Catholic secondary school in the parish of St Gregory the Great in Longton. The proportion of baptised Catholic pupils is currently 48%. The pupils are mainly of White British heritage with a below average number from ethnic minority households. The proportion of pupils eligible for free school meals is broadly average while the number of those having special needs is below average. Attainment on entry is close to the national average. At sixth form level the school works in partnership with 3 other providers. The school recently appointed a new subject leader for RE, who will take up her substantive post in September. During the inspection two members of the RE staff were absent on maternity leave. Main Finding In its self evaluation St Thomas More College judges itself to be a good Catholic school in all aspects of its work. In respect of its Catholic ethos, provision for and response of the students to liturgy, and the outcomes of public examinations in religious education, its judgement is broadly justified, though there are differentials between outcomes for girls and boys. Most of the senior leadership group have significant experience in the school and they all share a clear understanding of the detailed plans and timescales for improvement. Governors also know the school well with a long-serving chairperson, though there is a need for greater understanding of responsibilities and clearer procedures for carrying them out. The chaplain and lay chaplains provide significant support for Catholic life, collective worship and wider pastoral involvement. Pupils speak with enthusiasm about the school. There is an extensive evidence base for the quality and value of Catholic life. There are aspects of RE that stand in need of development: too little of the teaching is good or better, there is too little challenge in most lessons, and assessment and marking procedures require greater consistency and focus; attainment and progress in Years 7 and 8 require prioritisation. Much of this was identified in the previous section 48 inspection as recommendations for improvement. School Self Evaluation Whilst the school s self-evaluation cannot be fully validated, there are a number of elements that can, as a result of inspection evidence available. The school self-evaluation document has an overemphasis on external examination information; however, it was possible to confirm judgements of progress and attainment over the last three years. It was also the case that attainment and progress in Years 7 and 8 are appropriately identified as a priority for improvement. The school s internal judgements of its Catholic life are broadly accurate. There are systematic processes in place for monitoring and evaluating Catholic life, including questionnaires and evaluations, and the school has acted upon a recommendation of the previous s48 report to appoint a link governor. MAKING CHRIST KNOWN TODAY 2

The school judges its Catholic life to be good and from the evidence presented it is possible to validate this judgement. Pupils contributions to the Catholic life of the school are very significant, as are the benefits they gain. The Year 9 Vocations Day offered to pupils a full programme of workshops, supported by a students reflective journal and a detailed questionnaire to be completed in the next RE lesson. Evaluation of the recent Mission Week led to a series of subsequent faithenhancing events, for example Lightfever, and plans are in place for offering Alpha courses for staff and students in September. There is an extended programme of extra-curricular opportunities for pupils: they spoke with enthusiasm and conviction of faith, vocation and discipleship through involvement at Soli House, Alton Castle and visiting Lourdes. As a result of extensive discussion, the college has a new mission statement, to be introduced officially from September, which better reflects the school of today. It is already central to future planning for Catholic life and RE, and reflects so much of the daily life, and the quality of behaviour and interpersonal relationships at all levels which are rightly judged to be good. Although the inspectors witnessed a few instances of low-level disruption in lessons, all pupils spoke very positively of their enjoyment and feelings of safety in school, and confirmed an understanding of procedures for referral should they ever be required. These positive relationships contribute in turn to collective worship, where the school s judgement of good can again be validated. In a Year 7 assembly with the theme of Who is my neighbour?, though opportunities for participation were few, the pupil group showed interest and respect for the content, and the contributions of others. Form assemblies included a prayer, but not all available time was used to good effect. A Year 9 Mass, celebrated by the school chaplain at the end of Vocations Day, was prayerful, reverential and fully inclusive. There is strong evidence of pupils involvement in support and work for charities and good causes. Each year group has an identified charity, and students discussed individual initiatives targeting fundraising for causes within the school community. There is good evidence of activities undertaken and funds raised, for example a soup kitchen initiative, as well as a garden dedicated to a sadlydeceased pupil. The guidance and engagement of the school chaplain plays a major part in the faith life of the school. He spends time in school to support its Catholic life and collective worship programme; celebrated a programme of year-group Masses at the start of the school year, and at other significant points in the sacramental calendar; is a member of the Spirituality Group, and contributes to aspects of curricular development. The school s judgement of the quality of teaching is over-generous. While there is some outstanding teaching, there are too few lessons in which the teaching is good. Lessons requiring improvement to be good are insufficiently challenging with the result that progress, especially in Key Stage 3, is slower than it should be. Assessment for learning is not well established and marking does not provide students with guidance on how to improve their work. Lesson observations by the senior team do not with consistency identify these potential barriers to learning. The school identifies leadership and management as a strength, a judgement which the inspection was able to confirm at headteacher, assistant headteacher (spirituality) and head of faculty levels. The work of the link governor, a post recommended at the last inspection, indicates a measure of monitoring and challenge, as shown by his reports to colleagues and minutes of meetings, which sets it aside from the governing body more widely. Governance is currently receptive rather than proactive: there is a need for greater understanding of responsibilities and clear, consistent procedures for challenge. The headteacher articulates a clear vision of the nature of Catholic education and the promotion of faith development; the assistant head has extensive evidence of opportunities for all in school, including the programme and evaluations of an annual staff spirituality inset in October; the head of faculty demonstrates, through personal example in the classroom and documented monitoring and evaluation of recent initiatives and focused planning for improvement, a capacity for further positive progress. MAKING CHRIST KNOWN TODAY 3

Overall effectiveness of the school 1 Provision for students post -16 indicates that all are required to study General RE and that ASDAN courses, CoPE in Year 12 and Working with Others Year 13, attracting UCAS points, are available for identified students. This ensures that all students continue their study of RE in an appropriate form throughout their life in the college. Outcomes at Advanced Level indicate an uptake over a three-year period, though numbers are quite small. All students achieved A*-E; however, there was a decline in A*-B attainment in 2012, attributable to an evident differential between girls and boys. The school has a plan to evaluate this differential whilst awaiting outcomes for 2013. Study for GCSE commences in Year 9 for all upper and middle band pupils, with final examination in Year 9 or Year 10. Other pupils take the examination at the end of Year 11. 74% of the full GCSE entry achieved A*-C, demonstrating an upward trend that internal data suggests will continue in 2013, and matching the diocesan average. Attainment and progress in Years 7 and 8 are the subject of specific focus to accelerate progress and raise standards. The recently appointed head of RE is charged with the development of Key Stage 3. Following an agreed format, lessons are generally well planned and incorporate a range of resources to interest and engage the pupils. These include video footage, drama, and ICT, which could perhaps be used more for learning as well as a teaching tool. All classrooms are well resourced and have relevant displays, with celebrations of pupils work, prayer walls and artefacts. The faculty, linking RE with performing arts and music, is designed to strengthen and develop further this range of resources. The regular presence in school and support given by the school chaplain plays a significant part here, as well as in the areas of Catholic life, collective worship and wider pastoral involvement. There is some good or better teaching, with appropriate pace and differentiated challenge for even the most able. Based on excellent relationships and pupils knowledge of levels and targets, examination-linked progress is secure and well planned. Relationships in classrooms and around the school are positive, empathetic and for the most part appropriate. Pupils speak with enthusiasm and confidence about the positive impact upon them: their enjoyment and feeling safe and valued. The Catholic life of the school is good, with a clear ethos and commitment evident on entry, and the mission statement, artefacts and photographic evidence of residentials, visits and school-based initiatives prominent in classrooms and corridors. Mission week has provided a fresh stimulus and faith-enhancement to all, and benefits can be seen in many aspects of the school s daily life. The spirituality group, led by an assistant headteacher, plays a significant role in sustaining and developing the faith life and ethos within the college. There is an inclusive approach, as shown through staff training events and collective worship, although opportunities are currently limited because of the building programme and absence of a chapel or suitably-sized space. Support is provided for non-catholic staff to engage the pupils with prayer during form time. Initiatives such as Lightfever, and the school s considerable involvement in charitable work and fund-raising, give opportunities for pupils and staff to witness to the Faith and support the strong ethos of the college. There is also provision during lessons, as well as through visits to a mosque, for example, for pupils to learn and understand about other world religions. The contribution of the school chaplain and two lay chaplains is of huge significance to the life of the school. In addition to the priest chaplain s celebration of Mass and his regular visits to the school and classrooms, their work ensures considerable pupil involvement in the faith life and collective worship of the school, in preparing for and leading collective worship, form and extra-curricular activities. However, the school acknowledges that developing additional opportunities for involvement in liturgical life will enhance Catholic life and pupils living contact with their faith and vocation, and look forward to the completion of the building programme and the opening of the new chapel. Because of the low mobility of the communities served by the school and the demographic of the intake, it is important to continue the development of opportunities for the multi-faith and 1 As the quality of the school self evaluation has been affirmed, the judgements in this section of the report conform largely to those of the school. MAKING CHRIST KNOWN TODAY 4

multi-ethnic dimension to the wider curriculum, of which the considerable involvement in charitable events and giving is a noteworthy part. Leadership and management are identified as strong in the college. There is a clear sense of purpose, vision and direction among senior leaders in school, which is enhanced by the chaplaincy team and the role of the link governor, who regularly observes lessons. The recently-appointed head of RE will initially address improvements to the curriculum in Key Stage 3. Communication is good and includes the wider communities through meetings and minutes, letters, questionnaires, and the college s website. There is a willingness to consider suggestions and new initiatives with the continual aim of improving in-school provision and outcomes. Recommendations The school is already aware of key areas for whole-school development and has detailed plans in place. However, the following will be especially significant in accelerating that progress: Commission a skills audit of the governing body and strengthen its capacity for challenge and leadership Establish formative assessment and guidance to pupils on how to improve their work Develop greater flexibility in learning and teaching styles to encourage wider pupil engagement Identify opportunities for prayer and provide explicit teaching of purpose and appropriateness of prayer Give students greater ownership of liturgical life, increasing opportunities for them to lead and organise worship. MAKING CHRIST KNOWN TODAY 5

Archdiocese of Birmingham Diocesan Education Service July 2013 Dear Parents and Carers Diocesan Education Service, Don Bosco House, Coventry Road, Coleshill, B46 3EA Section 48 (Diocesan) Inspection of St Thomas More Catholic College, July 2013 I am writing this letter to share with you the findings of the diocesan inspection of your children s school. Diocesan inspection now explores in detail the school s own view of itself as expressed in its self-evaluation. For this reason, much of the report is more technical than used to be the case. You are still entitled to have a copy of the full report should you want one and it will be available on the school website or by request from the school office. The school has a number of good features with a very good Catholic ethos, which supports very positively the spiritual development of the pupils. Through a positive, caring pastoral system, collaboration from the chaplaincy team and very good relationships, they are supported in their spiritual, moral and vocational development and encouraged to question and express themselves with confidence. The school is a positive Catholic community which embraces all as valued individuals and offers many opportunities for the pupils to make a positive contribution to its life and work. The headteacher and those who have responsibilities for Catholic life and RE demonstrate a clear vision and the capacity for further improvements. Standards in religious education at GCSE are good and at the diocesan average but are less good at present in Key Stage 3. The school is aware of this need and the recent appointment of a new subject leader will strengthen the work of the department in this area. RE and Catholic life should benefit from the creation of a faculty structure with performing arts and music to enhance the quality of provision and opportunities for collective worship. Pupils and Sixth Form students enjoy their lessons and speak with enthusiasm of their life in school and the opportunities it provides. We have recommended that the school should improve its assessment procedures and enhance its range of learning and teaching strategies to ensure that all pupils are able to achieve their full potential. It was a pleasure to spend time in your school and see how much your children enjoy the opportunities it offers. We were made really welcome by everyone, and were very impressed by the collaborative ethos and mutual support that ensure that all the children live happy and enjoyable lives. Yours sincerely Paul Nutt Diocesan Inspector Making Christ Known Today Archdiocese of Birmingham: Registered Charity No 234216

Making Christ Known Today Archdiocese of Birmingham: Registered Charity No 234216 Archdiocese of Birmingham Diocesan Education Service