Cardinal Hume Catholic School, Gateshead

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About Cardinal Hume Catholic School, Gateshead

Name Cardinal Hume Catholic School, Gateshead
Ofsted Inspections
Headteacher Mr B Robson
Address Old Durham Road, Beacon Lough, Gateshead, NE9 6RZ
Phone Number 01914877638
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 1530
Local Authority Gateshead
Highlights from Latest Inspection

What is it like to attend this school?

Pupils receive an exceptional quality of education at this school.

Over time, pupils become increasingly expert in the subjects that they study. Beyond academic learning, the school's work to develop pupils' character is exemplary. Pupils become increasingly reflective and responsible members of the school's community as a result of this highly effective work.

Staff and pupils have created an inclusive and welcoming environment. In line with the school's Catholic ethos, differences in society are promoted and celebrated. Pupils are encouraged to become the best version of themselves.

This drive for self-improvement is captured in one of the school's mantras: ...'aspire not to have more but to be more'. Pupils take up this challenge and use the array of opportunities provided by the school to realise it.

Pupils are polite and thoughtful in their interactions with one another.

They make informed choices to behave well because they know that this benefits all members of the school. When needed, the school takes intelligent and effective action to support pupils who struggle to regulate their behaviour. Many of these pupils say proudly that this has helped them to improve their behaviour.

What does the school do well and what does it need to do better?

The school has developed highly ambitious curriculums across the breadth of the subjects that pupils study. These are bespoke and tailored to the needs of pupils who attend this school. Many subjects are enriched with opportunities that develop pupils' cultural awareness.

Others explore possible career opportunities or knowledge from the personal, social and health education curriculum. Removing barriers to disadvantaged pupils' achievement is central to the school's approach.

As pupils progress through the school, they become increasingly expert in the subjects that they study.

This is reflected in the consistently high-quality work that pupils produce. The curriculum prepares pupils well for their next stage in education, employment or training. Published examination outcomes are extremely strong.

Disadvantaged pupils achieve outcomes that are at least as strong as those of other pupils nationally. As a result of the strength of the school's curriculum, it now plays a leading role in a number of subject networks both locally and regionally.

Staff are experts in the subjects that they teach.

Effective training provided by the school empowers teachers to continually improve their practice. Despite impressive outcomes, the school is not complacent. It uses available data to evaluate the strengths and weaknesses of the curriculum and to identify further opportunities to refine individual subjects.

The school has clear oversight of the provision for pupils with special educational needs and/or disabilities (SEND). Leaders provide teachers with comprehensive information about how to meet the needs of these pupils. This is well used by staff, who skilfully adapt their teaching to support these pupils effectively.

As a result, pupils with SEND thrive during their time at the school.

Students in the sixth form show impressive command of the subjects that they are learning. In French lessons, students converse confidently in the language.

Students' knowledge and work across other subjects are similarly strong. In mathematics, students produce clearly structured mathematical responses to complex problems. Students' art and design final pieces show strong mastery of techniques learned during their course.

This knowledge of the curriculum and the school's highly effective careers advice and guidance enable students to progress to prestigious universities and other ambitious pathways when they leave school.

Reading is prioritised across the school. Careful assessment identifies gaps in pupils' reading knowledge.

The school uses this information to ensure that pupils who need additional help receive it. This extra support enables pupils to become more accurate and confident readers as well as to access the school's wider curriculum.

The school has a well-considered approach to securing regular attendance from pupils.

The school's effective work results in pupils attending school more frequently than their peers nationally. For pupils who struggle with poor attendance, the school takes swift and targeted action to remove barriers to them attending more frequently. For many pupils, including disadvantaged pupils, this results in improved attendance.

Pupils participate in a vast array of enrichment and extra-curricular activities. Many of these are carefully planned to develop particular pupil attributes, such as resilience or service. Pupils learn to make a positive contribution to their local community through voluntary and charitable work.

This is recognised and celebrated by the school, including through the Pope John Paul II Award. The school ensures that disadvantaged pupils are supported to routinely access these rich opportunities. Leaders check on what individual pupils participate in and use this information to inform their planning of future activities.

Those with responsibility for governance and the trust have a clear and accurate view of the school. They provide effective support and challenge to school leaders.


The arrangements for safeguarding are effective.

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