St Bernadette Catholic Secondary School

About St Bernadette Catholic Secondary School Browse Features

St Bernadette Catholic Secondary School


Name St Bernadette Catholic Secondary School
Website http://www.stberns.bristol.sch.uk
Ofsted Inspection Rating Good
Address Fossedale Avenue, Whitchurch, Bristol, BS14 9LS
Phone Number 01173772050
Type Secondary
Age Range 11-16
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 738 (46.6% boys 53.4% girls)
Number of Pupils per Teacher 16.3
Local Authority Bristol, City of
Percentage Free School Meals 19.2%
Percentage English is Not First Language 12.4%
Persisitent Absence 22.5%
Pupils with SEN Support 10.6%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (06 November 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

This school is smaller than the average-sized secondary school. It is a Roman Catholic school and part of the Clifton Diocese. The school is working in partnership with Bristol local authority and St Mary’s Redcliffe teaching school. The proportion of pupils supported by the pupil premium funding is in line with the national average. The proportion of pupils with SEND is in line with the national average and, for those who have an education, health and care plan, is above the national average. A section 48 inspection took place at the school on 11 and 12 May 2016.

Summary of key findings for parents and pupils

This is a good school Leaders, including governors, work together effectively. Although there was a dip in the examinations at the end of key stage 4 in 2017, the determination of leaders and good evaluation meant results improved in 2018. Leaders, including middle leaders, have secure systems and structures in place to check pupils’ progress. Consequently, pupils are making better progress, and support is in place to help any pupil who falls behind. Middle leaders share well-researched theories to improve teaching. These collaborative measures are increasing the repertoire of teaching skills of colleagues. Pupils are benefiting from improved teaching as a result. Leaders have spent the pupil premium wisely. Consequently, disadvantaged pupils’ progress is improving constantly. The difference in achievement between disadvantaged pupils and others in the school, and nationally, is diminishing speedily. The school is a calm and orderly place. Pupils are courteous, and polite to each other, staff and visitors. The implementation of the school’s new behaviour management policy has decreased fixed-term exclusions significantly. Pupils respect the religious ethos of the school. They feel a part of the community, regardless of their own faith. They respect and understand leaders’ expectations of them regarding British values. Safeguarding is effective in the school. The site is secure during the day. Pupils learn well about how to stay safe. Expectations of what pupils of middle ability and the most able pupils can achieve, including disadvantaged pupils, vary. There are too few of these pupils reaching the highest grades in the examinations at the end of key stage 4 currently. Attainment in mathematics has been below average for the last few years because of inconsistent and weaker teaching. A new head of mathematics was appointed in September 2018, but it is too soon to measure the impact of changes that have been made since her appointment. Leaders have made improvements to pupils’ attendance, although it remains below the national average. There has been a reduction in persistent absence over the past few years. A new attendance officer was appointed in 2018. She is working with the families of the remaining pupils who fail to attend school regularly and is having some success.