Blessed Thomas Holford Catholic College

Highlights from Latest Inspection

What is it like to attend this school?

The school's values of 'be kind, work hard, develop my whole self' are not just words written on the wall. They are lived out.

For instance, pupils regularly raise money for charity. Relationships between staff and pupils have strengthened. This is evident in their respectful interactions.

Older pupils recognise and value the improvements that the school has made.

The school has high levels of ambition for pupils' academic achievement. Pupils, including those who are disadvantaged, achieve highly.

Students in the sixth form successfully develop their independent study skills. Their attainment is high.

The school's routines are firmly embedde...d.

These have helped to cultivate a culture where pupils are ready to learn and eager to succeed. There is rarely any disruption to learning.

Some pupils enjoy a raft of clubs from darts and football to knitting.

Pupils take on prized roles of responsibility that allow them to affect change, such as 'ministry for dignity of the human person' and 'ministry for creation and environment'.

Pupils benefit from high-quality pastoral care. For example, The Ark provides a safe space for pupils to be nurtured and supported.

This helps some pupils overcome their barriers to learning.

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

More recently, the school has begun to quicken its pace of improvement. A strengthened governing body, along with changes in leadership, have brought about positive change.

The school has focused on improving pupils' behaviour and relationships. This has been successful. Pupils are clear about what is expected of them and how they should behave.

They live up to these high standards. For instance, pupils apply themselves readily in class and conduct themselves sensibly around school. Sixth-form students act as mature role models for younger pupils.

There is a calm yet joyful atmosphere in the school.

The school's broad curriculum is well ordered. The number of pupils opting for the English Baccalaureate suite of subjects has increased.

This is because more pupils are choosing to study a modern foreign language. In the main, teachers deliver the curriculum in line with the school's expectations. They use their subject knowledge to explain ideas clearly and design activities that help pupils to know and remember more.

Pupils typically achieve well. However, from time to time, some pupils develop misconceptions that are not rectified. This is because the school has not ensured that all teachers have the knowledge to adapt their teaching to meet the needs of these pupils.

Pupils with special educational needs and/or disabilities (SEND) access the same curriculum as their peers. The school identifies these needs accurately and provides teachers with useful information about how to support these pupils. However, some teachers lack confidence to adapt their teaching strategies.

As a result, this hampers how highly some pupils, including those with SEND, achieve.

The school is quick to identify gaps in pupils' reading knowledge. Pupils who struggle with reading are supported well to catch up with their peers.

A culture and love of reading is embedded across the curriculum. Pupils read widely and often.

Students in the sixth form readily demonstrate their understanding and use subject-specific vocabulary with aplomb.

They successfully build their knowledge over time. They are supported well to make appropriate choices about their next steps in education.

The school has placed strong emphasis on ensuring that pupils are well prepared for life in modern Britain.

Pupils learn about different cultures and religions. This gives them an appreciation and understanding of difference. Students in the sixth form learn valuable, age-appropriate information about how to keep safe.

For example, at festivals or when socialising. The school provides pupils with purposeful careers guidance. Inspired by the recent careers fair, pupils spoke excitedly about their future career ambitions.

Daily 'together for good' sessions offer pupils time to reflect on the school's mission and how they can develop themselves. For example, pupils are encouraged to learn new skills by joining different clubs.

At times, some of the school's processes for evaluating the impact of its actions lack rigour.

Alongside this, the school has not ensured that all staff have the expertise to be able to evaluate impact accurately. As a result, improvements in the quality of education that the school provides have been slower than in other areas of the school. Amidst the many changes that have taken place, leaders have been mindful of staff's workload.

Staff cite time for collaboration as having a positive impact on reducing their workload. They enjoy working at the school and are proud to belong to it. Those responsible for governance know the school well.

They are fully aware of the school's strengths and areas for development. This helps them to hold leaders to account effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, assessment strategies are not used effectively to check what pupils know. This prevents some misconceptions from being identified and, occasionally, pupils move on to new learning before they are ready. This hinders how well some pupils secure a deep body of knowledge across the curriculum.

• From time to time, teachers do not use adaptive strategies effectively to adjust learning for some pupils. This means that some pupils do not achieve as highly as they could.The school should ensure that teachers are equipped with the skills and pedagogical knowledge to use adaptive strategies effectively to help pupils learn.

• Some aspects of the school's quality assurance processes are not focused enough on its key priorities. This means that the school, in some areas, does not have a clear understanding of what is working well and what needs further development. The school should ensure that leaders are equipped with the expertise and knowledge to accurately evaluate the impact of the school's actions.