Accrington St Christopher’s Church of England High School

About Accrington St Christopher’s Church of England High School Browse Features

Accrington St Christopher’s Church of England High School

Name Accrington St Christopher’s Church of England High School
Ofsted Inspection Rating Good
Inspection Date 06 December 2016
Address Queen’s Road West, Accrington, Lancashire, BB5 4AY
Phone Number 01254232992
Type Academy
Age Range 11-18
Religious Character Church of England
Gender Mixed
Number of Pupils 1302 (47% boys 53% girls)
Number of Pupils per Teacher 17.3
Academy Sponsor Accrington St Christopher's Church Of England High School
Local Authority Lancashire
Percentage Free School Meals 5%
Percentage English is Not First Language 1.8%
Persisitent Absence 5.2%
Pupils with SEN Support 6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Accrington St Christopher’s Church of England High School is larger than the average secondary school. It converted to academy status in September 2011. The proportion of disadvantaged pupils is lower than the national average. The proportions of pupils from minority ethnic groups and of pupils who speak English as an additional language are lower than the national averages. The proportion of pupils who have special educational needs and/or disabilities is lower than the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school The headteacher, other senior leaders and governors are determined in their ambition to ensure that pupils blossom into thoughtful, caring and responsible citizens. The headteacher leads with openness, drive and humanity. The restructured governing body effectively holds leaders to account. Governors have played an important part in bringing about recent improvements. Leaders at all levels have clear and accurate knowledge of their areas of responsibility. In most cases, this has enabled them to take strong actions that have led to rapid improvements. In a few subjects, however, leaders have not taken decisive action to ensure that all groups of pupils make rapid progress. Senior leaders have not used their evaluation of the school’s performance to drive up standards across all subjects. The personal development of pupils at the school is of an extremely high standard. Pupils are happy, polite and very respectful of others. Attendance is much higher than the national average and no group is disadvantaged by poor attendance. Pupils’ conduct in lessons and around the school is exemplary. Pupils are resilient and mature. Good teaching has led to consistent improvements in pupils’ attainment in key stage 4. Despite this, the speed with which pupils have made progress in different subjects has varied in the past. Pupils currently in key stage 3 are making faster progress than in recent years. Disadvantaged pupils are now making broadly similar progress from their starting points as other pupils nationally. The most able pupils have not made rapid progress in recent years. Although there are signs that this is changing, not all teachers have high enough expectations of what the most able are capable of achieving. They do not routinely provide work that challenges this large group within the school. Students make excellent progress in the sixth form. Leaders have created and developed this relatively new provision with drive and commitment. It serves its students exceptionally well.