Bishop Challoner Catholic College

About Bishop Challoner Catholic College Browse Features

Bishop Challoner Catholic College

Name Bishop Challoner Catholic College
Ofsted Inspection Rating Good
Inspection Date 13 September 2016
Address Institute Road, Kings Heath, Birmingham, West Midlands, B14 7EG
Phone Number 01214444161
Type Secondary
Age Range 11-18
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 1213 (54% boys 46% girls)
Number of Pupils per Teacher 13.8
Local Authority Birmingham
Percentage Free School Meals 16.6%
Percentage English is Not First Language 11.5%
Persisitent Absence 11.2%
Pupils with SEN Support 9.8%
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 is of above-average size and has a sixth form. The majority of pupils in the school are White British but there is an above-average proportion of pupils from minority ethnic backgrounds. A below-average proportion of pupils speak English as an additional language. One in three pupils in the school are supported by pupil premium funding. The proportion of pupils who have special educational needs and/or disabilities with a statement of special educational needs or an education, health and care plan is just above average. The proportion of pupils with special educational needs supported by the school is average. Currently, no pupils access their education with an alternative provider. The school has been supported through the Birmingham Education Partnership in its work to address safeguarding concerns identified in the section 5 inspection in May 2016. Leaders have received particular support from the headteacher of Swanshurst School. In addition, the school commissioned support from a range of other external consultants. 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 Pupils make outstanding progress in a range of subjects, including English and mathematics. Disadvantaged pupils often make better progress than other pupils nationally from their different starting points, although this is not the case for all. Pupils have ambition and an aspiration to succeed. The school’s curriculum meets their needs well, contributes to their outstanding progress and develops their spiritual, moral, social and cultural understanding well. Teaching is good and teachers work hard to ensure that pupils make the progress of which they are capable. However, there is variability in the quality of teaching and assessment across the school and leaders’ monitoring does not always capture this fully. High-quality training and support are provided for trainee teachers based in the school. Attendance overall is above average, although this is not the case for all groups. Fixed-term exclusions are above the national average but declining. Pupils’ behaviour, conduct and attitudes are very positive and the high quality of pastoral care ensures that all pupils are very well supported. 16–19 study programmes are effective. Most students make good progress from their starting points. However, rates of progress made by sixth formers are not as high as for pupils in Year 11. Students are well supported by staff who provide excellent advice and guidance about future pathways. Leaders and governors took the safeguarding issues raised at the last inspection seriously by taking prompt and effective action. This has ensured that a strong culture of safeguarding permeates all aspects of school life, including in the sixth form. The school is well led and managed. Leaders promote an ambitious culture of high achievement and equality of opportunity for all. Governors are knowledgeable, skilled and well equipped to challenge and hold leaders to account. Leaders monitor pupils’ outcomes to ensure that they remain outstanding. However, their strategic overview of the performance of groups is not always sharp enough. Self-evaluation, although broadly accurate, is not balanced sufficiently by rigorous internal and external quality assurance and review. /culture