Saint Pius X Catholic High School A Specialist School in Humanities

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Saint Pius X Catholic High School A Specialist School in Humanities


Name Saint Pius X Catholic High School A Specialist School in Humanities
Website http://www.saintpiusx.school/
Ofsted Inspection Rating Good
Inspection Date 16 September 2014
Address Wath Wood Road, Wath-upon-Dearne, Rotherham, South Yorkshire, S63 7PQ
Phone Number 01709767900
Type Secondary
Age Range 11-16
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 650 (48% boys 52% girls)
Number of Pupils per Teacher 14.9
Local Authority Rotherham
Percentage Free School Meals 16.5%
Percentage English is Not First Language 6.2%
Persisitent Absence 14.3%
Pupils with SEN Support 10.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Saint Pius X Catholic High School is smaller than the average-sized secondary school. The proportion of disadvantaged students supported through the pupil premium is smaller than the national average. The pupil premium is additional funding for those students who are known to be eligible for free school meals and those children who are looked after by the local authority. The majority of students are of White British heritage. There is a very small proportion of students for whom English is an additional language. The proportion of disabled students and those who have special educational needs supported through school action is well above average. The proportion of students who have a statement of special educational needs or receive extra support at school action plus is just above average. The school offers alternative provision for a small number of students in Years 10 and 11 within a local network of providers including Dearne Valley College, Serenity Academy and The Kitchen Gardens. The school meets the government’s current floor standards, which are the minimum expectations for students’ attainment and progress. Since the previous inspection, governors have worked with a National Leader of Governance. School leaders have benefited from partnership work with Learners First and Wickersley School.

Summary of key findings for parents and pupils

This is a good school. Achievement is good in a wide range of subjects including English, mathematics, geography, history, media and physical education. Standards in mathematics have risen in the last two years as a result of the positive actions taken by senior leaders. Many students make good progress as they move through the school. The proportion of students across all year groups making better than expected progress is rising as a result of good and better teaching. Students’ spiritual, moral, social and cultural development is well promoted. The school’s work to keep children safe is good. Students say they feel safe and enjoy coming to school. Behaviour is typically good. Students are keen to do well and have good relationships with their teachers. Attendance is broadly average and improving. The headteacher and senior leaders have worked hard and successfully to improve the quality of teaching and have adapted the curriculum to better meet students’ needs and aspirations. Leaders’ evaluation of the school’s performance is accurate and is based on a rigorous assessment of students’ achievement. Leaders correctly identify how the school can improve further. Governors know how well the school is doing and provide a high level of support and challenge to leaders. It is not yet an outstanding school because : Not all students who have special educational needs make as much progress as their classmates. There are a small number of subjects, including religious studies, in which students’ achievement is not yet good, and in which middle leaders are not fully effective in driving improvement. Leaders do not check fully the effectiveness of the wide range of additional support that is provided for students in danger of falling behind. A small number of teachers do not use the information they have about students sufficiently well to plan work that is suitably challenging. The quality of teachers’ marking and feedback on students’ written work is too variable. Not all teaching assistants are effective in guiding students’ learning so that students make the best possible progress.