Bonus Pastor Catholic College


Name Bonus Pastor Catholic College
Website http://www.bonuspastor.co.uk/
Ofsted Inspection Rating Outstanding
Inspection Date 12 September 2017
Address Winlaton Road, Downham, Bromley, Kent, BR1 5PZ
Phone Number 02086952100
Type Secondary
Age Range 11-16
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 821 (56% boys 44% girls)
Number of Pupils per Teacher 17.2
Local Authority Lewisham
Percentage Free School Meals 16.1%
Percentage English is Not First Language 10.8%
Persisitent Absence 4.7%
Pupils with SEN Support 14%
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 smaller than the average-sized secondary school. The proportion of girls is less than average. Pupils from minority ethnic groups form a greater than average proportion of pupils. Most pupils are from Black or Black British backgrounds. Fewer pupils than average speak English as an additional language. The proportion of pupils who are eligible for the pupil premium is higher than average. The proportion of pupils who receive support for special educational needs and/or disabilities is similar to the national average. A higher proportion of pupils than average have a statement of special educational needs or an education, health and care plan. The school uses alternative provision at Education My Life Matters for a very small number of pupils to support their specific needs. The school meets the government’s floor standards, which set out the minimum expectations for attainment and progress of pupils by the end of key stage 4.

Summary of key findings for parents and pupils

This is an outstanding school Strong, well-established and sustainable leadership at all levels ensures that high standards are maintained throughout the school. Leaders nurture the encouragement and belief that each pupil can achieve their goals. Raising pupils’ aspirations and providing the opportunities for them to succeed are integral to life in the school. Leaders and governors thoroughly and accurately monitor the school’s effectiveness. They are swift to identify any shortfalls in performance and put in place the right strategies for rapid improvements. Pupils study a wide range of subjects and take part in a wealth of extra-curricular activities. They are very well prepared for the next steps in their education. Teachers are ambitious for their pupils and themselves. Teachers meet leaders’ high expectations, resulting in outstanding quality of teaching. Pupils consistently achieve above-average attainment and progress. Pupils respond positively to the high standards and conduct expected of them and modelled by their teachers. Pupils are polite, self-assured and welcoming. They are appreciative and proud of all that their school offers them. Pupils are highly motivated towards their studies. They recognise the benefits of their education and attendance at school is high. Incidents of poor behaviour are rare. The incidence of fixed-term exclusions is decreasing because of the effective actions taken by leaders. School staff know their pupils well and are alert to when pupils need a boost to their self-esteem. Leaders ensure that pupils receive the right support and challenge to enable them to reach their potential. The safeguarding policy and practice are effective. Well-organised records and frequent and efficient communication mean that staff act on any concerns promptly and effectively. Leaders use comprehensive systems to track the achievement of pupils. Individuals and groups falling behind are identified and receive the help they need to make better progress. On a few occasions, small groups of pupils, such as low prior attainers, do not catch up as quickly as others. Teachers pursue keenly a variety of professional development opportunities. Leaders target training appropriately. They acknowledge that teachers’ consistent use of effective questioning can improve further.