Blessed George Napier Catholic School and Sixth Form

About Blessed George Napier Catholic School and Sixth Form Browse Features

Blessed George Napier Catholic School and Sixth Form


Name Blessed George Napier Catholic School and Sixth Form
Website http://www.blessedgeorgenapier.co.uk
Ofsted Inspection Rating Good
Inspection Date 06 June 2017
Address Addison Road, Banbury, OX16 9DG
Phone Number 01295264216
Type Academy
Age Range 11-18
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 861 (48% boys 52% girls)
Number of Pupils per Teacher 14.7
Academy Sponsor The Pope Francis Catholic Multi Academy Company
Local Authority Oxfordshire
Percentage Free School Meals 6.7%
Percentage English is Not First Language 23.8%
Persisitent Absence 7.4%
Pupils with SEN Support 9.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

The school does not meet the requirements on the publication of specified information on its website with regard to its strategic governance. The school does not comply with Department for Education guidance on what academies should publish about its governance and ownership. Blessed George Napier School is an average-sized secondary school serving a wide geographical area in the north of Oxfordshire. The proportion of pupils from black and ethnic minority households is above average. The proportion of pupils who speak English as an additional language is above average. The proportion of pupils who receive support for their special educational needs and/or disabilities is above average. A few of these pupils have a statement of special educational needs and/or disabilities or an education, health and care plan. The number of pupils who either leave the school or join it other than at the end of a key stage is average. The proportion of pupils who are disadvantaged is well below average. The school is part of the local Pope Francis multi-academy company (MAC). The MAC is a subsidiary of the Barberi and Newman multi-academy trust (MAT). This trust runs schools on behalf of the Archdiocese of Birmingham. The school’s principal is also the accounting officer for the MAC. The principal and some of the trust’s directors provide support to other diocesan schools, including one that is not part of the MAT. Currently, the school only has very few pupils receiving support from Banbury College, an alternative provision setting. The school meets the governments’ current floor standards. 237 responses

Summary of key findings for parents and pupils

This is a good school Blessed George Napier is a proudly Catholic school which self-confidently proclaims its values and ethos. Leaders have built a caring and nurturing environment where each individual is celebrated as a unique person. The school’s contribution to pupils’ personal, spiritual, moral, social and cultural development is exemplary. Most pupils thrive and develop as well-rounded young adults. Teaching is good overall with particular strengths in science, art, modern foreign languages and religious education. Pupils who have special educational needs and/or disabilities are supported extremely well and make strong progress. Pupils who speak English as an additional language benefit from specialised teaching which enables them to access the full curriculum quickly. Pupils’ conduct is exceptional. They are kind to each other and polite with adults. Leaders ensure that a wide range of extra-curricular activities enrich pupils’ school experience. The school’s work as a former sports college helps pupils develop appropriate attitudes to health and fitness, find a sport of choice, and understand the benefits of teamwork and competition. Most parents are delighted with their choice of Blessed George Napier: ‘The school creates an incredible sense of community and caring in which staff and pupils respect each other.’ Disadvantaged pupils are cared for sensitively but do not always make as much progress as they should. Leaders have a good understanding of the school’s strengths and relative weaknesses. Not all the information they possess is precise enough to drive focused and rapid improvement. Subject leaders support their teams. They are beginning to hold teachers to account for the rates of pupils’ progress.