Bolton St Catherine’s Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are kind and well-mannered. The conduct of most pupils shows that they are proud to be ambassadors for the school. Pupils contribute well to the calm environment that exists here.

They value the positive relationships that they have with staff, who care for them extremely well. Children in the early years settle quickly because of the school's strong induction programme. Pupils are happy.

Although the school has high aspirations for pupils' achievement, some pupils do not achieve as well as they should. The school has not ensured that pupils, including some with special educational needs and/or disabilities (SEND), benefit sufficiently from the school's academi...c curriculum. Pupils in the specially resourced provision for pupils with SEND (specially resourced provision) achieve well.

Typically, these pupils learn an ambitious curriculum that is well-matched to their needs.

Pupils enjoy taking part in a range of clubs such as sports, chess and the arts. The school provides pupils with opportunities to take on responsibilities.

For example, as prefects and as playground leaders for younger children. The school ensures that pupils access a number of trips, including residentials to take part in outdoor and adventurous activities. These experiences help pupils to become resilient and independent young people.

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

The school has experienced a considerable period of instability in staffing and leadership during recent times. Previous inconsistent leadership has contributed to the historic underachievement of pupils. This has now been rectified.

The published data shows that the attainment and progress of Year 11 pupils has been significantly below the national average for a period of time. In addition, the attainment of Year 6 pupils in reading for 2024 was below the national average.

New leadership of the school has brought about a significant period of improvement in a short period of time.

The school has thought carefully about the important knowledge that pupils should learn from the early years to Year 11 so that the curriculum is now ambitious for all. Pupils' behaviour and attendance has improved, and subject leadership has strengthened. This means that most pupils at the school are experiencing a stronger quality of education than they did in the past.

Even so, these changes are having less impact on older pupils. This is because they have the biggest gaps in their learning due to the considerable changes in staffing and the weaknesses in the previous curriculum. This prevents these pupils from achieving as well as they should.

However, most children in the early years are prepared well for Year 1.

In those subjects where staff have strong subject knowledge, the activities that they design and the checks that they make on what pupils know and remember help pupils to achieve well. However, in some subjects, staff do not spot the gaps or misconceptions that pupils have in their learning.

They miss opportunities to correct errors in pupils' knowledge. When this happens, pupils move on to new learning before they are ready. In addition, some of the activities that staff create are not matched to pupils' needs sufficiently well.

Some pupils do not build on what they know and can do securely and do not achieve as well as they should.

The school identifies the additional needs of pupils with SEND accurately. Most staff make effective use of the guidance and training that the school provides to support these pupils well so that they can learn successfully alongside their peers.

However, at times, the achievement of some pupils with SEND is hampered because of the same variability in the delivery of the curriculum that affects other pupils.

Improvements to the school's reading programme have ensured that staff provide effective support to pupils who find reading difficult. Children in the early years develop their early language through listening to stories, songs and rhymes.

Typically, pupils who have gaps in their phonics knowledge receive the help that they need to catch up quickly. However, some pupils do not get the help that they need to become fluent readers. This prevents these pupils from accessing some parts of the curriculum as well as they should.

The school has raised its expectations of pupils' conduct and enhanced the support that it provides to pupils that may need help to manage their own behaviour. There has been a rapid reduction in the number of pupil suspensions as a result of the school's carefully considered work in this area. Most pupils demonstrate a positive attitude towards their studies.

The school provides intelligent support to pupils, where needed, to ensure that their attendance improves. This has resulted in a significant reduction in the number of pupils that are persistently absent from school.

The school's provision for personal development prepares pupils well for life in modern Britain.

Pupils know how to keep themselves physically and mentally healthy. They know how to stay safe, including online. Pupils benefit from an extensive programme of careers education.

They take part in work experience that is well matched to their interests and aspirations. Most pupils move on to meaningful destinations which include further education, apprenticeships or employment with training.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, staff design activities that do not help pupils to develop a secure knowledge of the subjects that they study. This prevents pupils, including some with SEND, from achieving as well as they should. The school should ensure that it supports staff to design learning activities that prepare pupils well for each step in their education.

• Staff do not routinely check what pupils have learned and remembered. As a result, errors and misconceptions go unnoticed and persist over time. The school should ensure that staff check pupils' understanding and address any misconceptions, enabling them to build key knowledge and tackle more complex learning.

• Some pupils do not receive the support that they need to become fluent readers. When this happens, these pupils struggle to access some parts of the school's curriculum. The school should ensure that it provides these pupils with the help that they need to develop their reading fluency so that they can learn the school's ambitious curriculum with success.

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