Holy Family Catholic High School, A Voluntary Academy

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About Holy Family Catholic High School, A Voluntary Academy


Name Holy Family Catholic High School, A Voluntary Academy
Website http://www.holyfamilycarlton.org
Inspections
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher Mrs Donna Mitchell
Address Longhedge Lane, Carlton, Goole, DN14 9NS
Phone Number 01405860276
Phase Academy
Type Academy converter
Age Range 11-16
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 342
Local Authority North Yorkshire
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

What is it like to attend this school?

Pupils are happy and safe at Holy Family Catholic High School.

The school is an orderly place to learn. Staff and pupils get on well together. The Catholic character of the school has a strong influence on pupils' development.

Pupils enjoy coming to school. They have positive attitudes in lessons. If poor behaviour does happen, teachers deal with it so that other pupils can get on with their learning.

Pupils told us they enjoy being prefects. They enjoy helping other pupils and arranging school activities. Many pupils take part in after-school activities.

For example, they were very enthusiastic about the new combined cadet force.

Staff have... high expectations of all pupils. They make sure that all pupils, including those with special educational needs and/or disabilities (SEND), have the chance to study the full range of subjects offered.

The school makes sure that pupils have the chance to choose subjects which help them with their next steps in education and for life after school.

Pupils told us they feel safe and well cared for in school. Every pupil we spoke to told us that bullying is rare.

They said, if it does happen, staff sort it out so that it stops.

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

The quality of education requires improvement. Some pupils, including disadvantaged pupils, have not achieved as they should.

Pupils who are disadvantaged are not supported well enough. In some subjects, such as in English, pupils do not remember important knowledge as well as they do in others.

There are differences in the way some subjects plan learning.

For example, in mathematics, pupils learn things which they will use in future lessons. Teachers identify how well pupils have remembered and understood key concepts. This encourages them to tackle challenging work.

The strongest examples of this are in key stage 3 mathematics. Teachers are working hard to develop the same approach in key stage 4 mathematics. However, in English, there is not enough focus on what is being taught and when.

Key stage 3 pupils do not always feel as challenged as they would like. They are not as well prepared for key stage 4 as they should be.

Pupils learn phonics sounds in French.

This helps them pronounce words. Because of this, pupils speak new words with more confidence. This approach is new, and it is in the early stages of development.

There is more work to do to encourage more pupils to study French beyond key stage 3.

In history, teachers plan some learning so that pupils learn more and remember more. This happens most in key stage 4.

Teachers know pupils need to have the skills necessary to do well in final examinations. They also know that pupils need to know important concepts to help them understand their work better.

School leaders are now thinking carefully about how subjects use assessment.

Currently, assessment in some subjects does not focus enough on the most important key concepts. If pupils remembered these concepts, they would achieve more. Leaders intend to make sure that the use of assessment in all subjects is consistent.

Pupils are enthusiastic in their lessons. They behave well. They are keen to produce good work.

The school aims to help all pupils become active and valuable members of society. Pupils enjoy their personal development lessons. They told us that the lessons give them the chance to discuss their views.

Pupils are encouraged to think for themselves and to respect the opinions of others.

Pupils with SEND are completely included in the life of the school. They receive support in classrooms in a range of different ways.

Pupils enjoy learning in the Hive, where there is the individual support they need.

School leaders know what they need to improve. They make changes to improve the school, of which staff are enthusiastic to be a part.

Governors understand the need to review their work so that they can hold school leaders to account better.

Safeguarding

The arrangements for safeguarding are effective.

School leaders ensure that those pupils who are vulnerable are safe.

The register which records the checks on all adults in school is thorough and compliant with all the legal requirements. These checks make sure that the adults the school employs are suitable to work with children. Staff and governors are regularly trained.

There is a strong culture of safeguarding throughout the school. Pupils feel safe and they are confident that staff will support them and help them with any concerns.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The improvements leaders are making in some subjects, for example in mathematics, modern languages and history, are in the very early stages.

In other subjects, the content has not been chosen and sequenced as well as it could be. This is particularly so in English, where the work in key stage 3 does not prepare pupils for their key stage 4 studies as it should. Leaders need to ensure that the content of plans in every subject is well chosen, sequenced and delivered so that pupils use prior learning to help them understand the next steps in their learning.

. The way in which assessment is used in the school lacks consistency. Not all curriculum leaders have identified the key concepts and components pupils need to learn or used assessment effectively to identify if pupils know and remember them.

Leaders need to ensure that assessment across all subjects revisits key concepts and components so that any gaps in essential learning are identified in a timely manner. . Leaders have begun a programme of professional development which has the quality of education as a focus.

They should ensure that curriculum leaders and teachers continue to receive the support they need through this programme so that they can plan and deliver an effective subject curriculum. . In the recent past, some of those pupils who are disadvantaged have not achieved to their potential.

Although the early signs inspectors observed during the inspection indicate that disadvantaged pupils are beginning to improve their work, there is still more to be done to support them. Leaders should ensure that they use the additional funds, that the school receives to support those pupils who are disadvantaged, effectively. .

The governing body is supportive and committed to improving the school further. However, governors are not holding leaders to account sufficiently. They should ensure that they have a detailed focus on all aspects of school performance.


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