Saint Edmund Arrowsmith Catholic Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils do not fare well at this school.

They are ill-prepared for the next stage of their life. A poorly designed curriculum and weaknesses in how it is delivered hampers pupils' chances of attaining well in GCSE examinations. Some teachers' expectations of what pupils can achieve academically are not high enough.

Leaders' actions to improve pupils' achievement have been unsuccessful.

Pupils are confident that behaviour is getting better, although a minority of pupils still choose not to behave as they should in class. Corridors around the school are generally calm.

Even so, some younger pupils do not like it when older pupils push in front of them i...n the lunch queue.

Pupils say that they feel safe at school. They are confident that staff will look after them.

Pupils told us that if they report bullying, staff will deal with it. They say that bullying is rare, and they appreciate the work of their peers as 'bully busters'. That said, a small number of pupils are hesitant to report bullying to a member of staff.

Some pupils are involved in extra-curricular activities. A small number of pupils take part in sporting activities, music lessons and the Duke of Edinburgh's Award scheme. Pupils are keen to support good causes, such as the local food bank.

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

Up until very recently pupils have experienced a muddled curriculum. This has stopped pupils achieving well. Over time, leaders have failed to make it clear to teachers what pupils need to know and be able to do.

Many pupils have not covered the subject content that they should have. This has got in the way of their learning in several subjects. This means pupils have struggled to succeed in external examinations.

In turn, this has stopped them from making the best possible start on their future careers.

Although recent actions have been implemented too late for many pupils, some action is now being taken to improve the quality of education that pupils receive. Subject leaders have created new curriculum plans which show what pupils should learn and when this should happen.

Even so, this change for the better is only just starting. The current offer does not meet the needs of those pupils who have large gaps in their knowledge. It does not take enough account of the school's context, nor does it help teachers to support those pupils with special educational needs and/or disabilities (SEND).

Teachers do not make clear to pupils what they must remember. There are now some opportunities for pupils to go back to earlier learning. That said, teachers do not use this time well to check on pupils' knowledge and rectify their mistakes.

For example, pupils' errors in their basic number calculations hamper their learning of algebra in mathematics.

Pupils' behaviour in lessons is mainly respectful, but some pupils do not follow the rules well enough. That said, behaviour has improved.

Fewer pupils are excluded from the school than used to be the case. Leaders also ensure that more pupils attend school regularly. However, some pupils do not attend school as often as they should.

Leaders have introduced more opportunities to build pupils' confidence and prepare them for adulthood. For example, a small number of pupils take part in the Duke of Edinburgh's Award scheme and the Police Cadet scheme. There are also some initiatives which allow pupils to volunteer in the community.

For instance, some pupils have recently created hampers for a local food bank. Other pupils are active members of the student council. This helps them to develop their understanding of democracy.

Even so, the quality of the school's work to provide for all pupils' personal development is not good enough. This is due to weak planning of the curriculum. Opportunities for pupils to develop their talents and interests at school are also limited.

In the past, leaders have removed a small number of Year 11 pupils from the school register. These pupils attended alternative provision. This was not done with the pupils' best interests in mind.

Leaders ensure that this does not happen anymore.

The new headteacher has an accurate view of the school's strengths and weaknesses. She has prioritised her actions appropriately.

For example, she has repaired many of the broken relationships between leaders and staff. Staff say that leaders consider their well-being and their workload. They also feel that leaders support them well to manage pupils' behaviour.

Staff are confident that pupils' behaviour affects teaching much less than it has done previously.

Safeguarding

The arrangements for safeguarding are effective. Staff receive appropriate safeguarding training.

They understand what they must do if they have concerns about a pupil. Pupils say that there are adults in school who they can turn to if they have any worries.

Pupils learn about how to keep themselves safe.

This includes learning how to stay safe online. Leaders ensure that pupils and staff are kept informed about safeguarding risks in the local area.

What does the school need to do to improve?

(Information for the school and appropriate authority)

While positive steps have been taken to renew the curriculum offer, it is still early days.

Leaders must ensure that the new subject curriculums are implemented effectively so that pupils' new knowledge and skills build on what has been taught before, towards clearly defined end points. Leaders must also make sure that pupils' experience of the curriculum is what they intend it to be. .

Poor curriculum design in the past had led to large gaps in pupils' knowledge. In turn, this has stopped them from succeeding in external examinations. Leaders need to ensure that the new curriculum reflects the school's context and enables pupils to make up for the essential building blocks that they have missed over time.

. The current curriculum does not meet the needs of pupils with SEND. Leaders must adapt the curriculum so that these pupils have an equal chance to succeed.

. Teachers do not use time to best effect to revisit learning or to tackle pupils' misconceptions. Teachers must ensure that pupils' knowledge is secure before they move on to new ideas.

Teachers must use these opportunities well to check on pupils' understanding so that they can identify and address pupils' misconceptions. . Too many pupils continue to miss school.

Leaders must continue to improve pupils' attendance, particularly the attendance of disadvantaged pupils and those pupils with SEND. . Although provision for pupils' personal development has improved, it is not good enough due to weaknesses in the taught curriculum.

Leaders must ensure that pupils' opportunities for personal development are of a consistently high quality and pupils have more chances to develop their talents and interests. . The school may appoint newly qualified teachers.