|Name||St John the Baptist Catholic Comprehensive School, Woking|
|Ofsted Inspection Rating||Outstanding
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.
|Inspection Date||08 May 2014|
|Address||Elmbridge Lane, Kingfield, Woking, Surrey, GU22 9AL|
|Religious Character||Roman Catholic|
|Number of Pupils||1311 (53% boys 47% girls)|
|Number of Pupils per Teacher||13.9|
|Academy Sponsor||Xavier Catholic Education Trust|
|Percentage Free School Meals||2.3%|
|Percentage English is Not First Language||15.9%|
|Pupils with SEN Support||7.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
St John the Baptist Catholic Comprehensive School is a larger than average sized secondary school. The majority of students are White British. The proportion of students from ethnic minority backgrounds is just above average as is the proportion of students who speak English as an additional language. The proportion of students eligible for support through the pupil premium (additional funding provided by the government to support students eligible for free school meals and looked after children) is well below average. The proportion of disabled students and those who have special educational needs who are supported through school action is below average, while the proportion who are supported through school action plus or who have a statement of special educational needs is below average. Most of the students have speech, language and communication needs. A small number of students are eligible for Year 7 catch-up funding, which is for students who did not achieve the expected Level 4 in reading or mathematics at the end of Key Stage 2. The school meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress. A very small number of Key Stage 4 students receive part of their education off site at Merrist Wood Horticultural College, Teddies Nursery and at Lift-Off project for school refusers run by the local authority The school has a large sixth form which recruits directly from Year 11 and a small but growing number of students from other schools. The headteacher is a National Leader of Education.
Summary of key findings for parents and pupils
This is an outstanding school. All staff and students share the highest expectations about how outstanding the school can be. The headteacher and her senior team are explicit about how this is being achieved. In the last few years, the proportion of Year 11 students who have achieved five or more good GCSE grades at A* to C, including English and mathematics, has been well above average. All groups of students, no matter what their background or needs, make rapid progress in all years in a wide range of subjects. Teaching is often inspirational and the school has been very successful in seeking imaginative ways of continually improving it. The exceptional procedures to set demanding targets for students both at whole-school and subject level are another strength in the school’s continuing success. Students’ behaviour is excellent in lessons and around the school. They respect each other and adults extremely well. Students are very safe in the school and they enjoy their time there. Parents, carers and staff overwhelmingly agree this is the case. A very positive atmosphere has been developed through a rich and varied range of spiritual, moral, social and cultural activities. Students value these greatly. The sixth form is outstanding and very well led. The large majority of students make excellent progress in their subjects and courses and move successfully onto higher education or training. The governing body has been highly influential in the school’s success. It is very effective in holding the school to account for the quality of teaching and students’ progress.