|Name||St Paul’s Catholic College|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||31 October 2017|
|Address||Manor Lane, Sunbury-on-Thames, Surrey, TW16 6JE|
|Religious Character||Roman Catholic|
|Number of Pupils||1168 (55% boys 45% girls)|
|Number of Pupils per Teacher||17|
|Percentage Free School Meals||6.7%|
|Percentage English is Not First Language||25.9%|
|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
The school is a maintained secondary school within Surrey County Council and is voluntarily aided by the Catholic Diocese of Westminster. The school does not meet requirements on the publication of information about equal opportunities on its website. The school does not work with any alternative providers for the education of its pupils. The governing body operates a day nursery provision on the school’s site. The Pavillion Nursery caters for 94 children from three months to five years of age and is open for 51 weeks of the year, from 8am to 6pm each day. This setting was not inspected as part of this process, but will be subject to a separate inspection report. In 2016, the school met the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is an outstanding school The headteacher, supported by a team of skilful leaders, has developed a vibrant, inclusive ethos across the school. Their work is firmly grounded in the school’s values, ‘achieving excellence, learning to serve’. Leaders are ambitious for staff and pupils. A relentless focus on improving teaching, learning and assessment since the previous inspection has led to pupils achieving exceptional outcomes. Senior leaders have an accurate view of strengths and priorities for improvement. Leaders have transformed the school with effective and sharply focused plans. There is a shared culture of high expectations among leaders, staff and pupils. Pupils are rightly proud of their high-quality work and have ambitious aspirations. Leaders have designed a curriculum that meets the needs of pupils extremely well. Pupils avidly follow their interests and personal ambitions for the next stage in their learning and beyond. Governors work hard to gain knowledge that enables them to challenge senior leaders very effectively and hold them to account. Staff build relationships with pupils that rapidly instil trust. As a result, pupils are inspired to aim for the most challenging targets. Teachers appreciate the rich programme of training constructed by senior leaders. Leaders’ and teachers’ thirst for their own learning has been instrumental in improving pupils’ outcomes in recent years. Pupils feel safe in school because of well- established systems that ensure they are free from risks. Pupils’ spiritual, moral, social and cultural development is excellent and underpins the harmonious relationships evident across the school. Pupils understand and celebrate the diversity within the school’s community. Pupils’ behaviour in lessons is exemplary. Pupils are motivated to learn by the rich variety of activities that teachers present to them. Strong leadership has improved sixth-form outcomes. Historically, progress in academic outcomes has been in line with national averages. Improved teaching and assessment have enhanced the progress made by current sixth formers. Pupils receive valuable feedback on tests and improve their work as a result. Leaders know that in a small minority of subjects, improvements can still be made. Parents are extremely supportive of the school but some feel that homework could be set more frequently.