St Cuthbert’s High School

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About St Cuthbert’s High School

Name St Cuthbert’s High School
Ofsted Inspections
Headteacher Mr Daniel P. Murray
Address Gretna Road, Newcastle-upon-Tyne, NE15 7PX
Phone Number 01912744510
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Roman Catholic
Gender Boys
Number of Pupils 1238
Local Authority Newcastle upon Tyne
Highlights from Latest Inspection

What is it like to attend this school?

Pupils benefit from the school's vision of 'forming great men'.

They enjoy a variety of thoughtful opportunities to develop their character. Pupils are happy and show commitment to their learning. They have comprehensive pastoral support.

They feel safe at school.

Pupils' quality of education is a central priority in the school. Leaders have high expectations for pupils' achievement.

Pupils increasingly benefit from a relentless focus on improving the curriculum. Students in the sixth form have a positive educational experience. They develop expert knowledge about the subjects they study.

Pupils, including sixth-form students, are clear that... behaviour has improved significantly. They enjoy a culture of clear expectations. Pupils are proud of the journey of improvement since the last inspection.

Pupils behave well in lessons and around school during social times. They show respect for others. Pupils and staff do not tolerate bullying and discrimination.

Pupils' experience extends beyond the academic curriculum. They enjoy access to a wide range of clubs and activities. Students in the sixth form take part in timetabled enrichment sessions.

These include political debates, learning Mandarin and professional sports coaching. Pupils' personal development is also supported by high-quality careers advice.

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

The school has improved since the last inspection.

The curriculum is well-designed and sequenced across subjects in key stage 3. Important knowledge and skills are carefully mapped out. Staff are clear about the subject vocabulary pupils need to know and understand.

Pupils use these terms confidently. In science, Year 8 pupils recall prior learning about oxidation. They use terms, including endothermic and exothermic, to explain the process.

However, changes to the curriculum are not fully embedded across all key stages. Pupils, including those with special educational needs and/or disabilities (SEND), do not achieve the best possible outcomes in public examinations. However, the curriculum is starting to have a positive impact on what pupils know and can do.

Staff understand the needs of SEND pupils well. They adapt learning where necessary. Pupils are positive about the support they receive.

The school swiftly identifies pupils who struggle with reading. Pupils receive focused intervention from well-trained staff. Pupils rapidly catch up with their peers.

The school's decision to create a school library has been well received. Pupils enjoy having a space dedicated to reading.

Teachers have strong subject knowledge.

A programme of bespoke professional development enhances this further. Year 13 English students debate with their teacher. They explore complex ideas about how the English language has evolved over time.

Teachers probe pupils' understanding in lessons with skilful questioning. Pupils respond to this with enthusiasm. However, the checking of pupils' progress is not consistently effective.

The school does not have a clear picture of how all elements of the curriculum are supporting pupils to learn.

Leaders from the school and trust have high expectations for pupils' behaviour. This has led to a much-improved culture.

Pupils and staff understand the behaviour policy. A focus on relationships is central to the school's expectations. Pupils show respect for staff and for each other.

When poor behaviour does occur, staff take effective action. Routines are now embedded in the school. For example, pupils line up sensibly after lunch to return to lessons with their teachers.

The school has developed a strong pastoral team. These staff work closely together to identify the cause of any poor behaviour. They swiftly put personalised interventions in place.

Suspensions in the school are reducing. Pupils' attendance is high compared to national and local averages. This reflects pupils' positive engagement with their school.

St Cuthbert's is a diverse community. The school teaches pupils to celebrate diversity. A carefully planned personal development curriculum underpins this.

Pupils are proud of their cultural differences. Sixth-form students act as role models and mentors. They are sports leaders and support younger pupils with reading.

Students benefit from a rounded education. The school prepares them well for their ambitious next steps.

Leaders have transformed the school since the last inspection.

With targeted support from the trust, they have made the school a better place for pupils. They are clear on what they need to do next. Staff are proud of the journey the school has been on.

They enjoy working in an environment where their well-being is a priority. Governors know the school well. They have provided extra support and challenge during intense change.

Many parents value improved communication and behaviour. They feel well informed about the school through weekly updates.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Recent work to improve the quality of the curriculum is not securely embedded across all key stages. Some pupils, including those with SEND, do not achieve as well as they could. The school should intensify actions to implement the revised curriculum.

• Assessment is not consistent across the school. This limits the understanding the school has about the impact of some elements of curriculum on pupils' learning.The school should continue its work to embed a consistent approach to assessment.

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