Virgo Fidelis Convent Senior School

About Virgo Fidelis Convent Senior School Browse Features

Virgo Fidelis Convent Senior School

Name Virgo Fidelis Convent Senior School
Ofsted Inspection Rating Good
Address 147 Central Hill, Upper Norwood, London, SE19 1RS
Phone Number 02086706917
Type Secondary
Age Range 11-16
Religious Character Roman Catholic
Gender Girls
Number of Pupils 429 (100% girls)
Number of Pupils per Teacher 13.2
Local Authority Croydon
Percentage Free School Meals 22.2%
Percentage English is Not First Language 40.1%
Persisitent Absence 21.1%
Pupils with SEN Support 7.2%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (14 November 2013)
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

Virgo Fidelis Convent Senior School is a Roman Catholic school within the Diocese of Southwark. It is similar in size to other secondary schools nationally. About nine tenths of students are from minority ethnic groups, with the predominant groups being from Black African, Black Caribbean and a variety of Asian backgrounds. Over a quarter of students speak English as an additional language which is a higher proportion than in most schools. The proportion of students for whom the school receives the pupil premium (additional government funding for students known to be eligible for free school meals, those who are looked after by the local authority and children of service families) is above average. Around one in eight students in Years 7 and 8 benefits from the nationally funded catch-up programme. The proportion of disabled students and those with special educational needs supported through school action is below that found in most schools, as is the proportion supported at school action plus or with a statement of special educational needs. The school meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress. The school does not use any alternative off-site provision. The school has specialist status in mathematics and computing and uses early GCSE entry in mathematics and religious education.

Summary of key findings for parents and pupils

This is a good school. This is a good and rapidly improving school. The headteacher, senior leaders and governors have a clear vision and steadfast commitment to making sure that students have high aspirations and achieve their goals. The school has a strong tradition as an inclusive, caring community where students feel safe. Academic achievement has improved well since the previous inspection and GCSE results have been above average for the last three years. Consequently, students are prepared well for the next stage of their lives. Students’ spiritual, moral, social and cultural development is exceptionally well promoted, reflected in students’ strong contribution to the wider community. Most students behave with consideration and respect. They are keen to achieve academically and respond well to the additional support and help teachers give them beyond lessons. The sixth form is good. Students value the broad and flexible curriculum which meets their needs and interests very well. They achieve well and gain the qualifications required for further study or the world of work. Teaching is good and improving. Teachers are keen to make it better, and training is planned well to address any weak practice. Leaders and governors understand the school’s strengths and weaknesses. The improvements achieved since the previous inspection show the effectiveness of the actions they take and the capacity to build further on this success. It is not yet an outstanding school because: A small amount of teaching requires improvement as it does not involve students enough in doing things for themselves or give the most-able students enough challenge. Often because students are discussing their work together, they do not respond quickly enough when their teachers ask for silence to review learning or set a new task. The school has not fully implemented its plans to share the most effective approaches to teaching more widely. Students’ progress is not monitored as effectively in the sixth form as in the main school to make sure that students are given timely support to address any difficulties they may have.