|Name||Thomas More Catholic School|
|Ofsted Inspection Rating||Good|
|Address||Russell Hill Road, Purley, CR8 2XP|
|Religious Character||Roman Catholic|
|Number of Pupils||745 (54.1% boys 45.9% girls)|
|Number of Pupils per Teacher||18.2|
|Percentage Free School Meals||25.3%|
|Percentage English is Not First Language||34.6%|
|Pupils with SEN Support||13.4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (30 April 2019)
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
The school is smaller than the average-sized secondary school. The headteacher has been in post since September 2018. The designated religious character of the school is Roman Catholic. The school was inspected under section 48 of the Education Act 2005 on 21–22 November 2017. The proportion of disadvantaged pupils is higher than the national average. The proportion of pupils with SEND is higher than the national average. The proportion of pupils with an education, health and care plan is below the national average. The school uses alternative provision for a small number of pupils at Sporting Chances, Carshalton, and Saffron Valley Collegiate, KS4 North.
Summary of key findings for parents and pupils
This is a good school Leaders and governors have successfully created a positive and aspirational culture that staff and pupils have embraced. The recently appointed headteacher has led this improvement with determination. The quality of teaching is good. Teachers use their subject knowledge effectively to engage pupils in their learning. Subject leadership is a strength. Leaders play a full role in securing effective teaching and pupils’ good progress. Well-identified professional development for staff has resulted in good teaching and good leadership. Typically, standards are high. Pupils’ progress and attainment, particularly in mathematics and English, by the end of Year 11 are above the national averages. However, disadvantaged pupils do not attain as well as other pupils nationally. This reflects below average progress from their starting points. The curriculum is broad and balanced. Leaders ensure that pupils benefit from learning in a wide range of subjects. The curriculum for personal development is effectively delivered. Careers information and guidance are well developed. Pupils receive timely and impartial advice that guides their next steps successfully. As a result, pupils stay in education, employment or training. Pupils respond well to teachers’ high expectations. They conduct themselves well, and work hard in lessons. An atmosphere of respect and courtesy is evident through the school. Pupils are safe in school. Safeguarding is effective. Staff know pupils and their needs. Pupils are well looked after. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) are well supported. However, some do not attend school as often as they should. This affects their progress. The sixth form requires improvement. It has strengths, but outcomes on academic courses are variable. Teaching does not routinely ensure that students, especially the most able, make the progress of which they are capable. Attendance is too low, particularly in Year 13.