St Augustine’s Catholic High School was established in 1974 by the Archdiocese of Birmingham to serve the needs of Catholic families living in Redditch, Bromsgrove and the surrounding areas and families of other faiths and no faith. It is a high school with 853 students in the 13-19 age range and is part of a wider partnership family of two Catholic first schools and one Catholic middle school of St Bede’s which make up Our Lady of Lourdes Catholic Multi-Academy (established July 2014). The school also welcomes students from the two most local non–denominational middle schools. We part of a unique tripartite system which clearly has significant impact on achievement and outcomes, At present there is a county consultation taking place on the system. Moreover, the school is heavily over-subscribed with 410 applicants for 210 places in 2014. At the last Ofsted Inspection in September 2013, it was identified as a “good school with many outstanding features.” In addition, the school had a successful Section 48 Inspection in March 2014. The Sixth Form is recognised as one of the top performing institutions in the county and also joint top for the Diocese of Birmingham, which encompasses Birmingham, Coventry, Stoke, Worcester, Walsall and Oxford and all other RC schools in the surrounding areas. Recently, the school was named in the Top 500 (number 336) secondary schools for A/ A* achievement in the “Sunday Times”. This covered all schools in England, Wales and Northern Ireland from the independent, grammar and comprehensive sectors.
Being a truly comprehensive school in terms of intake and socio-economic background, the greater diversity in the student population has provided the Directors and Academy representatives, leadership and staff with fresh opportunities and new challenges in relation to raising standards and improving learning and teaching. It has thrived in this and allowed flexibility and innovation in all dimensions. School leaders have responded by significantly improving the student environment, implementing changes to the curriculum and investing in developing learning and teaching. In the last three years, £1.2 million has been spent on refurbishing and updating vocational provision in the school. Also, professional development has been directed to sharing and developing good practice in learning and teaching and personalised curriculum pathways have been introduced to reflect changing student needs.
The school is led by a senior leadership team, comprising of the Principal who joined in September 2012 after a successful headship in Birmingham, four Assistant Principals and an Associate
Assistant Principal on a two term secondment. In addition, the School Support Staff Leader is part of the SLT. Also, the school has recruited a cohort of SLEs (Specialist Leaders of Education) through our TSA in New Technologies; Business Mgt; Teaching and Learning, Science; English, Humanities and RE to foster change in the school and our academy partners. This group meet as part of SLT on a monthly basis to share ideas and priorities in the Leadership Plus forum. The school is ably supported by Board of Academy Representatives who hold the Principal and the senior team to account and the Board of Directors which oversees the multi- academy.
The following are the key areas for development in the academic year 2014-15: a.
To retain and develop the Catholic life of the school by offering a positive and supportive Christian ethos to all our school community while ensuring progression routes for staff and students while retaining the opportunity to discover faith and spirituality b.
To sustain 70% plus 5+A*-C grades including Mathematics and English at GCSE in 2015 (challenge target) as the FFT(A) is 59%; along with positive residuals in 3LPs and Value Added while continuing the substantial A Level successes at Sixth Form. In the former case, this is despite FFT predictions of a downward trend over the next 3 years. The focus is on continuing to be a high performing and successful school serving all our community. c.
To consolidate standards in teaching to be “good or better” (Ofsted criteria) as custom and practice with evidence shown in positive outcomes for the students and external verification through Ofsted and other agencies. d.
To maintain and sustain the outstanding levels of achievement presently achieved at A2 level and to improve standards and retention rates at AS level; to be top of the county again e.
To consolidate and develop our Lady of Lourdes Catholic Multi -Academy for the benefit of all our students and staff in our school community. f.
To support the pastoral care and guidance of the school to ensure all pupils receive the quality of education they are entitled to. g.
To continually monitor the welfare and safety of the students who attend the school. h.
To continue to develop the leadership skills at Middle leadership (curriculum and pastoral) while consolidating and evolving senior leadership. i.
To empower, develop and allow Directors and Academy representatives to lead, support and challenge the school leadership for the benefit of the students. j.
To monitor and be accountable for the financial security of the school through astute planning and the creative use of funding. The school is financially sound at present (76% staffing/whole school budget – 4% below the Ofsted recommended ceiling)
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In the last Inspection, the following areas were identified as areas for improvement:
 Teaching is not yet making sure that all groups of students make outstanding progress, in particular those supported by additional government funding, disabled students and those with special educational needs.
 Not all subject leaders are as good as the best in improving the quality of teaching and students’ achievement in the areas for which they are responsible.
Student and parental surveys indicate high levels of satisfaction with the provision and experiences offered by the school. They value the support offered to them by their teachers and the overall
Christian environment of the school. Also, students are generally hard working, responsible, well behaved, ambitious and hopeful for their future. A significant number of students (approximately
150) are involved in the music and performing arts life of the school while a considerable number of students participate sport teams and other school events such as poetry competitions, Maths
Challenges, STEM clubs, Chaplaincy, debating and public speaking and trips abroad. Sixth Formers accept responsibility as School Ambassadors, Future Leaders, paid lunchtime supervisors and for running Science and Mathematics clubs in academy first and middle schools, while we have invested in student leadership as prefects, language and sports leaders. All students contribute to the success of the School’s Fundraising Activities- over £10K in 2014. Chaplaincy plays a lead role in fundraising and in supporting a rich and vibrant prayer life within the school. This life promotes respect for all people in line with the school’s commitment to be a ‘Christ centred learning community committed to the development of the whole person’.
STUDENTS’ ACHIEVEMENT
Suggested grade: Good (2)
Evidence:
 RAISE data shows that students make better progress than all students nationally given their starting points. Groups, including SEN/D, make progress at least in line with similar groups nationally.
 Sixth form and KS4 data and lesson observations show that students have high levels of understanding across a wide range of different subjects, and students acquire knowledge quickly and are secure in their K&U in different subjects.
 English and Mathematics data and points score data indicates that students develop and apply a wide range of skills well, including RWCM across the curriculum.
 Leavers’ surveys, destination and NEET figures show that students are well prepared for the next stage in their education.
 RAISE, FFT, PANDA, LAT data show that standards for almost all groups are at least in line with national averages, with many above.
 Parent View suggests that parents agree/ strongly that they receive valuable information about their child’s progress.
 Academy Reps(Governors) and Directors hold the Principal to account through close monitoring in sub-committee and Full Board capacities while supporting in disciplinary areas. For example, tracking data is presented termly while external verification is used when needed; TSA/ LA and Ofsted Dashboard.
PUPILS’ PROGRESS (1)
Better progress than all pupils nationally given their starting points. This has been a consistent pattern for a number of years.
Groups, including SEN/D, make progress at least in line with similar groups nationally.
Pupil Premium gaps are narrowing esp in English.
Evidence:
KEY STAGE 4
 The percentage of students achieving 5 or more A*-C including English and Mathematics was 70% (best)/ 62% (first) which was 9% above the FFT type ‘A’ predictors. It is significantly above the national average of 57% which has been the story for the past 4 years apart from 2012 when it was above NA.
 At KS4 the average capped points score had remained at a consistent level (333) for the previous 5 years. This is 23 points above NA for 2014.
 With an emphasis on supporting a traditional curriculum, most Core subjects including English, Science and RE achieved 80% +
 The EBacc cumulative total of 20% reflects the focus on supporting MFL irrespective of student entry positions and this is continuing through the Pathways system.
 Pupil Premium students is now -16 from – 24% in Closing the Gap in ENMA with the % difference in 3LPS being -7% in English and –21% in Maths 8% above ENMA.
 The school was 5 th in the county which is a considerable achievement as Worcestershire reflects an array of socio-economic starting points with Redditch being on the edge and closely linked to the urban conurbation of Birmingham. Also, the school is the 10% ahead of the LA average for ENMA.
 3LPS in English was 82% which is 15% above the NA figure and 2% better than last year and Maths was 72% 3LPS compared with 68% for NA and 6% less well off than last year; 3 Year
Performance Trends show the school is significantly above National Average in ENMA and 3 LPS for English and Mathematics. This is also the case in Value Added and Contextual Value
Added with CPS being added for the latter. This is despite the school only picking up students in Year 9 rather than the usual Year 7 where progress can be more sustained and ordered.
In addition, our main feeder school consistently achieves considerably below NA SATS results in ENMA. Unlike the vast majority of secondary schools in England, we cannot address this issue until Year 9. However, as a MAC it is now a priority focus.
KEY STAGE 5
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 The average A2 points score per student of 973 continues to remain significantly high compared to county and national figures. What is extraordinary is the consistency, over several years, of the exceptionally high points score per student. St. Augustine’s achieved the best in the county. National and county averages 2013; 786 and 770.
 Within the county, Yr13 achieved the highest percentage pass rate over 3 or more A levels.is 100% of students gained 3 A levels which, once again, was significantly above national and county levels; 2013= 81% and 79%. The figure for 4 or more ‘A’ levels is 76%, which is not that far off the Worcestershire County/national 3 or more ‘A’ level figure for 2013.
 The average total points score per subject is 213 up on last year’s total of 210 which was higher than the county and national averages of: 206 and 211. Despite significant numbers of students at St. Augustine’s achieving 3 and 4 or more ‘A’ levels, we continue to compete effectively against national and county figures on the points per entry figure. The APS per entry without General Studies is 224 above national and county figures.
 The pass rate at A2 level was 100%
THE QUALITY OF TEACHING
Suggested grade: Good (2)
Teaching is good or better in most lessons
The school pursues a rigorous programme of support, development and consolidation of teaching and uses key partnerships to continue improvement.
Teaching and support for student learning is prioritised by the Governors and supported through CPD, recruitment of quality practitioners, retention of highly valued staff and a desire to hold all staff accountable for student outcomes.
Students follow a broad based curriculum which meets students’ needs and aspirations; our wide ranging extra-curricular programme of sports, IT,creative arts, music, performing arts, charity work, community, chaplaincy, volunteering, leadership development and academic enhancement provides an outstanding edge to the school.
Evidence:
 Lesson observations and learning walks show that teaching is mainly good or outstanding. Teachers’ expectations are high and they intervene and provide support appropriately.
 We follow a system of Learning Over Time which differentiates and monitors the input to teachers.
 Student tracking data RAISE online and Department reports show that most students, including groups and SEN/D, achieve well over time.
 Lesson observations, RAISE online and parent/ student feedback show that students learn well across the curriculum.
 Lesson observations, student surveys and incident reports show that most students are motivated to participate. Resilience, confidence and independence are promoted.
 Lesson observations, department planning records and examination results show that staff have excellent subject knowledge and planning is astute, with time used very well.
 RAISE online, lesson observations and department schemes of work show that teaching of RWCM is very effective/ exceptional in the core. A number of subjects also deliver aspects of
RWCM very effectively.
 Lesson observations, department spread sheets, work scrutinises and KS4/ 5 tracking data show that teachers conduct systematic and accurate assessment of prior learning, skills, K&U.
Assessments are discussed with students so that they know how well they have done and how to improve.
 Academy Reps and Directors are provide with staffing updates at least termly including performance data. In addition, they encourage dialogue with teaching staff to include appraisal, CPD and career progression. All performance mgt targets are made available to governance scrutiny while all recruitment panels have a member of the governing body on it. They have fully supported the Principal in recruitment ideas, holding staff to account and making difficult decisions.
TEACHING OVERALL/TEACHERS’ EXPECTATIONS, INTERVENTIONS AND SUPPORT (2)
Mostly good, with emerging strands of outstanding.
Teachers’ expectations are high and they intervene and provide support appropriately.
Evidence:
 We have a growing number of outstanding teachers and the majority of our teaching is consistently good or better. The school has worked on a small number of “requires improvement” teachers who have now shown evidence of typicality of good practice.
 We have recently recruited teachers who have been externally verified as very good and outstanding teachers; they will strengthen the school in a number of curriculum areas.
 The school has robust Appraisal and Capability policies which are being used effectively to raise and maintain standards. The new Principal has challenged teaching standards and subsequently had teachers moving on since September 2012. These have included 9 middle leaders which allowed fresh blood appointments, including significantly in all the Core areas- ENMA, Science and
RE.
 We have outstanding teachers who deliver the ITP/ OTP at St Augustine’s to our staff and partnership schools.
 INSET over the last 4 years has focused on different aspects of Learning and Teaching.
 We have purposely recruited a group of outstanding teachers as SLEs to lead on New Technologies; Science; English; RE and Humanities as well as two existing APs in Business Administration
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and CPD.
 Through the TSA we have worked closely with our partnership schools to validate judgements and moderate lesson observations.
PUPILS’ ATTITUDES TO LEARNING (1)
Most pupils are motivated to participate. Resilience, confidence and independence are promoted.
Evidence:
 Student surveys for Year 11 and 13 leavers (2014) overwhelmingly (97-100%) stated that they felt safe in school, taught well, made good progress and we met their particular needs in Sixth form while the Year 11 thought teaching was good or better, they felt safe, staff were helpful and overall they were happy with the school; these surveys took place before they knew their examination results. In addition, Parent View and Student Voice reflect positive attitudes to the school.
 I ndependent study areas are normally used to capacity.
 We have completely revamped the library provision turning it into the Library Learning Zone with an emphasis on 21 st century study skills and also overcome significant logistical barriers to introduce a wireless system.
 Teachers promote a range of skills in their lessons; students are confident and work well independently.
TEACHERS’ PLANNING AND EXPERTISE (1)
Excellent subject knowledge. Planning is astute, with time used very well.
Tasks are challenging, match pupils’ needs; enthuse and motivate.
Effective strategies are used.
Evidence:
 Most staff have excellent subject knowledge and plan astutely.
 Teachers use a wide range of strategies effectively in lessons to engage and challenge students.
 T&L is the core of CPD – see training records for teacher days and other professional development logs.
 Extremely/ very effective in the core and most curriculum areas.
Is taught more consistently across the curriculum but still needs consolidating.
ERIC well embedded.
Evidence:
 Student achievement in KS4 English is sig+ for the last 3 years so the teaching of RWCM is extremely effective in the core. Maths is now significantly above NA. Some other areas (RE,
History, Modern Languages, Science, Business, and HSC) are very effective in their delivery of RWCM.
 Literacy and Numeracy are focused this year. There are lead teachers for both areas and there is dedicated time allocated and part of standing items on agendas.
ASSESSMENT (2)
Systematic and accurate assessment of prior learning.
Accurate assessment of technical skills, K&U. Progress assessed regularly and accurately.
Work is monitored in lessons; general misconceptions picked up.
Evidence:
 In the Sixth Form and in the majority of KS4 subjects there is systematic and accurate assessment of prior learning.
 All subjects assess progress regularly and teachers/HoDs maintain databases of student progress.
 Student tracking data at KS4 and KS5 is proving to be accurate.
MARKING, FEEDBACK AND HOMEWORK (2+)
Appropriate homework is set. This contributes reasonably well to learning, including for SEN/D pupils. Use of the VLE Portal.
Assessments are discussed with pupils so that they know how well they have done and how to improve. Depts use assessment feedback sheets eg for Mock exams.
CPD – focused on monitoring and assessment to share good practice.
Marking is more consistent within and between subjects with use of AfL www /ebi in all subject areas.
PLPS system introduced in September 2013 for year 9 students with strong links with rewards and current curriculum. It is intended to foster independent learning
Evidence:
 Appropriate homework is set. Homework is being set for all year groups using the VLE Currently we are reviewing homework provision in Year 9 as part of the overall development of the curriculum and as a response to Pathways/Parents’ raised concerns. However, in parent View, 82% of parents agreed/strongly that their child receives appropriate homework for their age.
 Focus on online tasks to link with new technology drive as well as developing student independent learning and preparation for GCSEs.
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BEHAVIOUR AND SAFETY
Suggested grade: Good (2)
Evidence:
 Parental, staff and student surveys show that parents, staff and students views on behaviour and safety are highly positive, with few well-founded concerns expressed. Parents and students have full confidence in the school’s systems for managing bullying.
 There is a high level of internalised good behaviour around and inside the school which is regularly commented upon by visitors.
 Incident sheets, parent and student interviews, lesson observations and visitor comments indicate that students respond very well to the school’s behaviour systems. Disruption to lessons is unusual and students are typically considerate, respectful and courteous. They consistently meet the school’s expectations.
 Student surveys indicate that all, or almost all, groups feel safe at all times. School is safe and well-ordered. Disruptive incidents seldom occur. Students understand unsafe situations and are highly aware how to keep themselves and others safe.
 Staff and Sixth form Ambassadors apply the school’s strategies consistently. Incidents are swiftly addressed.
 Staff and many students take an active, highly effective approach to identifying and tackling bullying. Bullying incidents are rare. Students are well aware of different forms of bullying and take active steps to prevent them . This is mirrored by bullying logs and parental feedback.
 E-Safety is monitored and the school acts on abuses through social networking sites – we use the school community officer to support our message in school and in the community. Also, peer mentors, the school chaplain, pastoral leaders, form tutors and link Governors support students actively.
 Attendance and punctuality data shows that attendance is well above average for all groups or is sustained and convincingly improving. The very large majority of students are consistently punctual.
 The school openly promotes through all communication tools including texting, website email, and traditional forms.
 Academy Reps and Directors hold the Principal to account on safeguarding by ensuring all aspects of the area are reported on and monitored aswell as having a nominated rep on the subject.
In addition, there is an expectation that the school will ensure all students are safe and looked after. Finally, support has been provided to develop the successful pastoral team and the many strands that give positive academic outcomes.
PARENTS’, STAFF AND STUDENTS’ VIEWS OF BEHAVIOUR AND SAFETY (1)
Highly positive with few well-founded concerns expressed.
Parents and pupils have full confidence in the school’s systems for managing bullying.
Evidence:
 Parents and focus evening evaluations and student exit surveys show that the large majority of parents and students feel happy and safe in school. Parent View paints a positive profile of 85% agree/strongly agree about raising concerns. Moreover, we analyse ways to improve from the surveys and act on them irrespective of the levels of importance, as and when it has been raised.
We share survey outcomes in the weekly newsletter and on the website. Examples of actions recently, have been the review and re-structuring of Year 9 homework, the links between coaches and academy, lighting in the Sports hall refurbished, an additional a Consultation day in November for parents to meet teachers, and improvements in accessing reports. All these came from the Year 9 Parents’ Evening feedback.
 Parent and staff surveys show that our parent and staff views are highly positive. See a variety of school surveys. Also, admissions and over-subscription rates (over 50% of our students are non –Catholic and live in the locality of Redditch.
STUDENTS’ BEHAVIOUR (1)
Students respond very well to the school’s behaviour systems.
Disruption to lessons is ‘unusual. This is evidenced by On Call Incident reports and Inclusion Centre logs.
Students are typically considerate, respectful and courteous. They consistently meet the school’s expectations.
The school has an Inclusion Centre for at risk students and operates an On Call system to support staff and students; there is less than a 10% call out record per week.
Positive behaviour is reflective of low PXs (0.12) and overall student attainment; surveys mirror high satisfaction levels.
Evidence:
 Monitoring of incident sheets and lesson observations show that student attitudes are normally highly positive throughout and students respond well to staff expectations and guidance.
 A very small number of lessons are disrupted by poor behaviour; reference to Incident sheets halved between 2013 and 2014. Students are considerate and polite to one another and to
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adults.
 Raise online report exclusion levels (2014) are well below national average in all areas (fixed term exclusions as a percentage of the pupil group: School 4.29%, National 6.87%
 The opening of the Inclusion Centre has reduced FTE and allowed constructive behaviour support Also, the use of mentoring, Alternative curriculum and reduced timetables to maintain inclusion of all students; one PX in 2014 due to external circumstances at alternative curriculum.
 The Pastoral system has been reinvigorated and continues to develop with the appointment of a non-teaching Pastoral staff and administration support.
 Educational visits at home and abroad- comments regularly made about behavior of students.
STUDENTS’ ATTITUDES (2)
Positive attitudes to teachers, learning and each other.
Marked improvements over time are evident for any pupils with behaviour problems.
Evidence:
 There is a positive work ethos and the teaching is good. Over 85% of sixth form leavers (2014) stated that they felt safe in school, felt that they had been taught well and had made good progress.
 Students largely respect themselves, others and the environment.
 Students are very supportive of charity work; every term has a charity focus- in the culture of the school.
 Despite narrow and crowded corridors, movement around the school is generally orderly.
 HoY records, Individual case studies, incident sheets, report books and IEPs show that there are generally marked improvements over time for pupils with behaviour problems. These are backed up by individual case studies held by the inclusion manager.
 The school regularly liaises with outside agencies to support students’ individual needs (CAMHS, Children’s Services, School nurse, BST, Ed Psych, and Police).
 Access to intervention from outside agencies earlier in order to support earlier action. .
SAFETY AND MUTUAL SUPPORT (1)
All groups state that they feel safe at all times. NFER survey shows that the vast majority of students feel “very safe” or “quite safe” going to and from school, while this was similar when asked about safety “in school”; both these responses were considerably above compared to other schools.
Students understand unsafe situations and are highly aware how to keep themselves and others safe.
Students make an exceptional contribution to a safe and positive learning environment;
Staff duties systematic and purposeful; red jackets worn to easily identify staff esp. dealing with the departing buses.
Evidence:
 Parents evening evaluations, Parent View and student exit surveys show that the large majority of parents and students feel happy and safe in school (generally over 90% per survey). A very large majority of students feel that staff were helpful when they needed them and that staff took account of their views.
 Student council has been reorganised and revamped to meet the needs and requests of students. It is now divided up into smaller focus groups which have a link teacher. This year they have been: Year 11 Prom and Yearbook; Literacy; Chaplaincy; Canteen; PACT- community and police; Sixth Form and Rights and Responsibilities. The impact is evidenced in the Student Voice summary.
 Sixth form students (15) contribute to lunch safety as appointed paid supervisors. Other students contribute to the school’s ethos and learning environment by supporting many aspects of school life. Year 12 Community service, for example, includes: Peer mentoring, Science Club, Middle Schools, In class support, rugby/football coaching, other Community Service - at a surgery, vets, charity shop, teaching riding.
 Teams of students are involved in recycling, the library and Chaplaincy work.
 All students are involved in fundraising whether organising or contributing- the culture of the school is towards this act of charity.
SCHOOL SYSTEMS (1)
The school’s strategies are applied consistently.
Incidents are swiftly addressed.
Collective responsibility is expected and given
Evidence:
 Behaviour is monitored and analysed regularly. The Pastoral Team and SLT meet daily (separately) to focus the day and SLT links to HoYs meet weekly; analysis identifies students and staff to be supported. HoYs and other key staff work closely with parents to deal with issues.
 Weekly Newsletter emailed to parents communicates our message to all stakeholders and interested parties- local media and our partner middle schools. A daily briefing sheet is emailed to all staff.
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 All staff support/use the uniform/late detention system.
 All staff are aware of how to identify and tackle bullying; the majority of staff have had mediation training. Bullying related incidents are logged via SIMS
 The School continues to refine the application of the School behaviour management systems within Departments/SLT/HoYs
 E-safety is monitored at many levels and appropriate action is taken. Subject teachers and ICT technicians monitor the use of ICT protocols, informing SLT. Leaders deal with on-line bullying/more serious incidents whether in or out of school. There is a six week assembly rota for all year groups advising them on E-safety issues.
 There are few E-safety issues within School but there have been increased numbers of E-safety bullying issues brought into school from outside; numbers are still in single figures. Parents report these to school and trust the school to deal with these effectively.
BULLYING (2)
Incidents are rare. Pupils are well aware of different forms of bullying and take active steps to prevent them. E-Safety is a growing issue and the school has run parents’ advice sessions and posted links on the website and uses the weekly Newsletter as a continual warning forum.
Evidence:
 15 highly responsible Sixth Form students are paid lunchtime supervisors and are trained in identifying bullying.
 Anti-bullying Week and other assemblies promote respectful and safe student behaviour.
 The annual number of racist incidents remains low. This shows that these forms of bullying have been decreasing, possibly due to increased pupil reporting and raised awareness via citizenship lessons. However, incidents of persistent/ deliberate bullying are extremely rare.
 Parents, pupils and staff are aware of and use the systems for managing bullying with confidence.
 The school runs focus days on community cohesion events and regular assemblies to tackle extreme attitudes.
 Our local community police officer is timetabled to be in the school on Thursdays to work with students and resolve conflict and he works with the PACT focus group.
 Email contact details of all staff are available to parents and students to provide almost immediate identification and solutions.
ATTENDANCE AND PUNCTUALITY (1)
Attendance is currently above NA 96% against NA of 94.9%.
A very large majority of students are consistently punctual.
Attendance: School attendance is very good. Whole School attendance for 2014 was 95.5% (1.5% above the LA target of 94%). while PA was less than 2.6%
This judgement of ‘Good to Outstanding Attendance is supported by Raise Online data for 2014 and current school and LA records.
General areas of concern related to attendance:
 Family holidays during school time.
 The impact of poor weather on attendance as many pupils travel above 15 miles to school.
 Medical (0.46 %) – appointments during the school day.
The school works hard to improve attendance and reduce PA figures. The Attendance Officer is identifying students and families and arranges meetings and writes individual attendance plans. A member of the school office team has been appointed to liaise with HOY, SLT and EWO to provide data and to monitor unexplained absence. During weekly meetings students have been identified and action taken by HOY/SLT/EWO. This has led to swifter identification of issues and consequent action. Attendance targets are shared in form time and attendance awareness is raised via assemblies, in our fortnightly focus and in the newsletter.
Punctuality: The vast majority of our students are consistently punctual.
Punctuality to school is much improved due to initiatives focused on this area. These include:
 A detention system,
 A clear policy with systems and shared with all staff,
 Regular updates on student lateness at Tutor meetings and HoY meetings,
 Half termly tally of lates targeting student lateness resulting in meetings with parents/HOY/SLT.
 Use of Newsletter/ website focus
LEADERSHIP AND MANAGEMENT
Suggested grade: Good (2)
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Leadership is good with outstanding features.
Evidence:
 Raise On Line and LAT data show that student achievement has improved significantly at A2 level in the last 3 years, that student achievement has improved and has been re- consolidated at KS4 in English and Mathematics and has improved in Science and Religious Education.
 The Principal has driven improvement in GCSE aspirations with high expectations, while investment in new systems and greater accountability of staff will hopefully lead to long term consolidation of high performance. NFER returns for March 2014 indicate 75% SA/A they “like” their HT while 71% is ”around to talk” and 77% say he listens to ”their opinions” – these are all significantly above “all schools” .
 Governance is fluid and flexible; commitment is weekly meetings with Principal, Middle leader links, support for school functions, Governors’ Warning Group and work with Student
Groups. This is on top of the standard expectations.
 Lesson observation data shows that teaching is consistently good across all curriculum areas, that there is much outstanding teaching and those where teaching has been identified as requiring improvement are being challenged in a systematic manner.
 Curriculum plans identify an evolving curriculum which provides a broad range of well organised and effective opportunities for all. The curriculum offer has a positive impact on behaviour and SMSC.
 Whole school self-evaluation documentation reveals a deep and accurate understanding of performance with accurate self-evaluation generally leading to planned and effective actions.
 Whole school and departmental self-evaluation and Governors’ papers and minutes of meetings make it clear that leadership at all levels communicates high expectations of students and are ambitious for them. This is backed up in the results of parental surveys.
 Minutes of meetings with parents, the outcomes of parental surveys and parental attendance at Parents’ Evenings help highlight the fact that the school usually works well with parents. l.
 Safeguarding arrangements conform to LA expectations. They are outstanding and give no cause for concern.
 Middle leadership is good with minor in school variation; focus on emerging and aspiring shown through TSA and National College opportunities; Lead Teachers in ENMA/ SLEs as mentioned; SLT secondments; outreach support; Principal work with partnerships.
 The SLE and middle leadership forum (Think Tank) drives change and improvement in Teaching and Learning through interventions in improvement planning and evaluation. SLE leadership.
 Principal’s performance is built into the fortnightly Chair/Vice Chair meetings; targets are challenging. Academy reps and Directors hold a pivotal in developing and sustaining leadership through recruitment, retention, developing and identifying staff and students. While supporting succession.
Achievement is positive at KS4 and KS5 Tracking data offers strong residuals.
Evidence:
 LAT data and internal examination data shows consistently high A2 results over the last 3 years. Average total points score per students; 973(2014) 943(2013) 936 (2012) 979 (2011),
973 (2010), . KS4 achievement remains consistently good and outstanding in the Core especially English and Maths. The percentage of candidates achieving ENMA is consistently higher than NA Averages while VA and CVA is significantly above also.
 The average total point score at KS4 for Mathematics and English is also consistently higher than NAs.
 KS4 results have remained consistently good and consideration has been taken to external requirements for subjects and courses alongside appropriate curriculum change.
 Internal tracking data indicates that similar levels of achievement are expected in 2015 with a possible 11% improvement on FFT A targets (2015- 59%) is forecast which would embed
ENMA in the 70%+.for the past 3 years.
IMPACT ON TEACHING AND LEARNING (2+)
Teaching is consistently good or better- . There is an emphasis on improvement and consolidation while we only recruit quality teachers.
Greater accountability of staff and the delivery of their lessons to improve student outcomes.
Focus on sharing quality practice and partnership work of the TSA and MAC - curriculum reviews; training; leadership development; and schools direct trainee teachers.
Evidence:
 Lesson observation data shows on-going improvement in Learning and Teaching across the school. This is part of the LOT system.
 INSET related to Learning and Teaching (see INSET programme) is having an impact in lessons (Lesson observation records) and in departmental meetings where Learning and Teaching is a regular agenda item.
 Students know their target grades and what they need to do to improve (evidenced in transition interviews, learning walks and observations, on-going dialogue with students and student feedback surveys). Key Ingredients are incorporated through extensive CPD.
 Teaching staff, as a result of CPD, now know the ‘key ingredients’ which make good and outstanding learning incorporating these into their planning.
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 SLEs and Heads of Department drive Learning and Teaching in their subject families.
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CURRICULUM (2+)
The curriculum is well organised and effective and has a positive impact on behaviour and SMSC. We are currently responding to the new NC in curriculum offer and pathways.
Evidence:
 The curriculum has continued to evolve over the last three years with the introduction of Personalised Pathways at each stage of transition. These have led to:
 more appropriate courses for at risk students at KS4; Thanet and Swale Pathways.
 greater curriculum time in French and German for identified Russell/Ebacc students in Year 9.
 the offer of a range of L2 vocational courses to all students at KS4;
 consolidation of three separate sciences at KS4;
 the emerging importance of the Russell Pathway for our most able students at KS4;
 the rigorous screening of students for KS5 courses to support realistic and right choices which lead to success. Minimal requirements made from GCSE grades – B+
 the introduction of Guided Pathways at KS5; more identification of “facilitating subjects” and vocational outlets.
 Pathways documentation evidences a clear trail of curriculum choice KS3-KS4, better matched to student need and student ability.
 Student needs has been responded to as a result of the introduction of new courses. Alternative curriculum provision including work experience placements for L1 students as well as Year
10 and 11 students who are at risk is also improving. Child Development; Film Studies; a range of Health and Social Care in Pathways.
 Vocational placements are also found to support students studying related courses.
 Able students are proactively encouraged to study the three Sciences, a Humanities subject and a Modern Language (German and French). There is an increase in the number of students studying a language
 Sixth Form transition documentation evidences the emergence of curriculum pathways matched to students’ academic ability and chances of success.
 The introduction of a number of Level 3 courses in the Sixth Form eg Art, Business, ICT, Health and Social Care is supportive of higher levels of student engagement, retention and success
(see results analysis and retention data) in 2014, and Food and Catering will be re-introduced.
 Leadership is supported and developed through the middle leadership forum, the Think Tank and SLT leadership link subject families system; Subjects have their own DEFs and these are linked to the DDPs and follow the SDP/SEF system in the annual cycle.
SELF EVALUATION (2+)
Self-evaluation has been identified as a major strength of the school. This process reveals a deep and accurate understanding of performance which leads to planned and effective action.
Evidence:
 Departmental self-evaluation documents are generally thorough.
 SLT Link Leadership evolves around fortnightly agenda setting based on the Subject SEFs allied to the Whole School version. This will continue to be enhanced by the introduction of the new
Families of subjects post Whitsun.
 Achievement in the Sixth Form has improved significantly as a result of rigorous and robust evaluation systems in this key stage (Sixth Form Progress Reports). Achievement at KS4 has been consolidated despite changes in the student profile at this key stage. (See KS4 Tracking Data)
 Curriculum reviews focus on departments with identified issues in any particular areas. The impact of these reviews has been significantly positive eg Design and Technology; ICT; English;
Music; Mathematics; Humanities and the Library. These are carried out by SLEs from the TSA. Action Plans are shared with Governors as well as related staff.
 Governors are actively involved in self-evaluation evidenced in the minutes of Curriculum Committee Meetings, Full Board Meetings and in records of meetings with the Board of Directors.
EXPECTATIONS AND AMBITION (2)
School leaders have high expectations of students and staff and these are regularly communicated to them.
Evidence:
School leaders have a Learning Over Time programme in place to regularly monitor the quality of learning and teaching in the school. This is evidenced in MER findings.
 School leaders have clear and explicit CPD sessions in place to improve the quality of learning and teaching across the school
 School leaders, through dialogue, coaching, mentoring and support have improved the quality of teaching in the school so that all teachers consistently deliver lessons which are at least good or better. Requiring Improvement teachers are supported and held to account through ISPs within the school’s Capability policy. The school applies the Teaching Standards document as the mantle of reference.
 In his efforts to improve standards further, the Principal deals with any on-going under performance issues with support from HR and the Governing Body.
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 Governors, the senior leadership team and departmental teams have very specific School Development Plans focusing on Learning and Teaching, Improving Standards and the Catholic Life of the School.
 The Appraisal Cycle is used to support the identification of staff training needs. Support staff are included in this cycle with two members of the support team achieving formal accreditation in their areas of responsibility: Human Resources and Business Management.
 Governors and SLT take account of the student, parent and staff voice. As a result, school facilities have improved, school uniform amended, the school canteen at the request of students, the organisation of parents’ evenings at the request of parents and the school day. In addition, students nominate charities for Lent and Advent as well as summer focus..
ENGAGEMENT WITH PARENTS AND CARERS (2)
The school works well with parents and carers including those who might find attendance at school difficult.
Communication with parents is viewed as a strength of the school with emails, the weekly Newsletter –
(emailed to parents), texting; the website and the VLE showing a substantial grasp of new and evolving technologies. However, letters and telephone calls are still used as well.
Evidence:
 The school communicates regularly with parents in its weekly Newsletter. This is emailed to those parents with email addresses and a paper copy given to those with this as a preference.
 The school website is regularly updated and with relevant information for stakeholders.
 Parents’ and Information Evenings are well attended (average 90% turn out over all year groups).
 Parents’ views are collected at Parents’ Evenings and responded to. eg recent issues raised about homework in Year 9 have resulted in a Assistant Principal investigating the issue and reporting back via the Newsletter. .
 Parents are offered sessions to help them support their child/ren eg Revision at GCSEs; More Able Focus Evenings; Renaissance Reading; E-Safety; Spiritualism; Literacy; Finance and Higher
Education. Attendance at these sessions is normally good.
 Minutes of Meetings eg SEN Review Meetings, Return from Exclusions Meetings, Improving Behaviour Meetings generally show high levels of support from parents for the expectations of the school.
 Parents have direct access to teachers through open email access; this develops relationships and addresses immediate issues.
SAFEGUARDING (1)
Safeguarding Procedures are all in place. Arrangements give ‘no cause for concern.’
Evidence:
 Safeguarding procedures at recruitment and employment stages are robust and rigorous.
 The Single Central Record is kept up to date.
 E-Safety is paramount to staff and abuses on social networking is part of the ICT User policy.
 Safeguarding children training is regularly updated with all staff included and procedures are followed by the DSL, Deputy DSL and all staff.
 Many SLT and Governors have been trained in Safer Recruitment statutory needs.
 Student absence is followed up daily and an attendance officer has been appointed to oversee it under the supervision of the Pastoral Team.
 Detailed records are maintained on students educated off site
 Safeguarding takes within the Governing Body; Vice Chair has ultimate power with educational visits (abroad).
DISADVANTAGED PUPILS/ PUPIL PREMIUM (2)
Students who qualify for Pupil Premium are well supported with their education; review and development shows that outcomes are good.
Evidence:
Our disadvantaged pupils receive additional funding to close the attainment gap between them and their peers. For the 2013/14 academic year the school is due to receive funding for 100 students.
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Literacy co-ordinator to drive the delivery of literacy across the curriculum.
Numeracy co-ordinator to develop the standard of numeracy.
Graduate Coaches in ENMA
Renaissance Reading Programme expanded to particularly focus on increasing the reading age of pupil premium boys.
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Intervention strategies to support underachievement especially for C/D border line students across the curriculum with focus on English and Mathematics
Educational visits for students whose families are unable to financially support them, providing social and spiritual impact; Germany/Alton Castle retreat/Italy and Comenius trips to
Madrid and Prague.
TSA patronage with the delivery of the ITT Programme.
Attendance Officer in place to provide a constant contact for students and families with attendance difficulties focusing on students with 85% and below attendance.
Academic Mentor provides academic provision for students who require isolation from their classes/peers.
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Careers advisor to support pre 16 students with their future aspirations, focusing on students who will not progress into further education.
Music tuition for students.
Summer School for new Year 9.
TLR for ICT teacher to ensure New Technologies aptitudes in these areas.
THE EFFECTIVENESS OF THE SIXTH FORM
Suggested grade: Outstanding (1)
Evidence:
 The Sixth Form is recognised as one of the top performing institutions in the county and also joint top for the Diocese of Birmingham, which encompasses Birmingham, Coventry, Stoke,
Worcester, Walsall and Oxford and all other RC schools in the surrounding areas.
 Very strong and sustained performance at A level (A2) as evidenced in DfE league tables 2014 and Year on Year comparator.
 Strong performance in all areas of comparison; A level. A level and A level and equivalences.
 For 2014, St Augustine’s was top in the LA for 3 or more A Levels achievement, joint top for 2 or more A Levels and 2 nd for APS per student
A Level:
Average points score is 213. Just under England state funded average but above LA.
The really significant data is the total average points score per student against National and LA and the percentage entry for 1, 2 and 3 A levels.
In A Level St. Augustine’s attained a score of 973. This is significantly above national and LA figures. LA for example was 770. The percentage of entry was 89% against national averages of 55%.
For students attaining 1, 2, and 3 A levels:
St Augustine’s: 100%, 100%, 89%
England state funded: 65%, 61%, 52%
LA: 63%, 59%, 50%
A Level and other equivalences:
St Augustine’s is significantly above all LA and national comparisons:
Average points score is 213.3. Above all other national and LA measures. LA is 205.4.
Again the really significant data is the total average points score per student against National and LA and the percentage entry for 1, 2 and 3 A levels.
In A Level and equivalences St. Augustine’s attained a score of 973 significantly above national and LA figures. LA was 770.
For students attaining 1, 2, and 3 A levels:
St. Augustine’s: 100%, 100%, 99%
England state funded: 99.9%, 93.1%, 81.2%,
LA: 99.8%, 93.8%, 82.5%
 No data is given nationally or locally for entry for 4 or more A Levels. Entry for 4 or more A levels at St. Augustine’s was 76% for 2012. Given that the National and LA entry for 3 or more entries lingers in the low 80%, this suggests that students at St. Augustine’s are entered for a 4th A level at percentage rates far above LA or national.
 The pass rate at A2 of 99.7 was above all LA and national levels; it represented one U grade in Yr 13.
 Other outstanding features include: o Small dropout rate from Year 12 and especially Year 13 (Yr 13 currently zero dropout). o The careers monitor that Tutors complete with students. This system is being introduced into our current Year 11. o Diagnostic and reporting systems in place; particularly for Year 13. o The support and monitoring of the Sixth Form Learning Mentor. o Curriculum provision to allow students to continue to a Year 14. Year 14 students have found considerable success year on year.
We challenge Raise online and PANDA data would suggest that St. Augustine’s is not yet an “outstanding” Sixth Form.
There are distinctive reasons why this assertion is incorrect:
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 We have actively followed a policy of maximum entry for A level subjects in order to secure university places or employment. In particular, the provision of a 4 th a level qualification acts as an insurance policy for students who may fall slightly short of a course offer.
 The percentage of students entered for 3 or more A levels is significantly above all national and LA levels. The effect of significantly more students being entered for 3 rd and 4 th A levels than National and local figures is inevitably to bring down average VA at subject and School level. The Raise online and PANDA data does not take account of the above!
 A similar picture appears in Yr12 where the vast majority of students are entered for 5 A levels and all students are entered for at least 4 A levels. No national or LA data to compare is available.
 Curriculum provision to allow students to continue to a Year 14. Year 14 students have found considerable success year on year.
OVERALL EFFECTIVENESS, INCLUDING THE PROMOTION OF THE STUDENTS’ SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT
SMSC
Suggested grade: Outstanding (1)
Evidence:
Lesson observations show that SMSC development implicitly underpins all the school’s curriculum and teaching. This is evident in nearly all lessons and in students’ attitudes and respect for others.
Planned and coherent opportunities are offered to students to support their spiritual, moral, social and cultural development so that:
 Students at St Augustine’s have clear personal values based on the faith ethos of the school, are open to new ideas from others and are curious about the world they live in. This is evidenced lessons student produced assemblies.
 Students at KS4 are able to make reasoned and responsible responses to moral dilemmas and Sixth Form students. This is evidenced in the General RE programme in Sixth Form and RE and
Citizenship lessons at KS4 and whole school days such as the Crime Awareness day and the positive Team Building focus.
 Students in all key stages generally adhere to the school code, respecting others’ needs and interests and accepting others’ rights to hold different views and beliefs. This is evidenced in behaviour audit data and in the fact that the school embraces students of all faiths.
PERSONAL INSIGHT AND SPIRITUAL DEVELOPMENT (1)
Students have clear personal values derived from the faith ethos of the school and remain open to new ideas in experiences offered to them.
Evidence:
• Spiritual development is an integral part of school life at St Augustine’s; we are a Catholic school for all.
• Students lead and participate in a wide range of religious/faith activities. These include: form and year assemblies, Reconciliation services, Year and School services, Carol services, Parish services, Form group prayer and Mass in the school Chapel, School Masses and Year Masses and Partnership ceremonies in local parishes.
• Students have opportunities for personal and spiritual reflection. These include: Days of Reflection on a variety of issues including family life and sex and relationship guidance, homelessness, human rights, the relationship between Science and Faith and a School Mission every five years based on a theme integral to the School’s Mission. Each year, Year 9 students have a places of worship visit to open their minds to other faiths and new experiences.
• Student involvement in these experiences and the wider prayer life of the school help form their personal values.
• There is strong emphasis in promoting personal values and the faith ethos of the school in SLT and HOY led assemblies and in the way that inclusion is managed. This emphasises respect for all people. Our weekly Newsletter covers extensively the Catholic life of the school while the Principal’s Report to Academy Representatives and Directors logs activities and issues.
• A strong and well established RE department contributes to the promotion of the spiritual life of the school not only in lessons but in the key pastoral and curriculum roles which members of this department hold.
• The Chaplaincy role provides spiritual support to staff and students. This is evidenced in training for Eucharistic Ministers, Prayer group opportunities, Weekly meditation in the chapel at lunchtime, Rosary Group Meetings in May and October, the Rainbows Programme for bereaved students and collective prayer in all classrooms or in assemblies at the start of each day.
• Religious Studies is a popular subject as evidenced in student surveys. It has a high uptake from Year 12, with 29 students choosing to start studying this course at the beginning of Year 12.
• The Citizenship programme and structured activities in form time also supports the formation of personal values emphasising and promoting our rights and responsibilities as citizens in a democratic society focusing student awareness in issues important to them eg recycling, homelessness and promoting self-discipline in areas such as uniform, punctuality, attendance and homework. Our Christmas Hamper Appeal encapsulates the universal belief in others. Staff take part in the SVP soup kitchen for the homeless in Birmingham city centre on specific Friday evenings; students prepare the sandwiches and soup.
MORAL UNDERSTANDING AND RELATIONSHIPS (1)
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Students are able to make reasoned responses to moral dilemmas and show a keen interest in ethical issues.
Evidence:
• The RE syllabus in all key stages challenges students to make reasoned and responsible choices to ethical and moral dilemmas such as abortion, euthanasia, assisted suicide and war. That students are supported in this process is evidenced in the quality of work they produce.
• Members of the RE department have strong relationships with staff in other curriculum areas and are supportive of them in terms of the delivery of sound moral education eg Biology,
Business, Economics, Geography and History.
• Citizenship actively encourages a response to ethical and moral issues e.g. environmental awareness, democracy and homelessness.
• Students regularly plan, prepare and present form assemblies on moral issues.
• Sixth Form students offer support for SEN students and mentor students from different ethnic backgrounds.
• Members of the Sixth Form evidence a strong moral interest: Sixth Form Philosophy and ethics essays and Sixth Form contributions to events such as Public Speaking, Debating and Poetry competitions.
• Students are also offered experiences to support their moral development eg each year two members of the Sixth Form attend a trip to Auschwitz organised by the ‘Holocaust Memorial
Trust. These students then report on their experiences to students in the lower School.
• English Literature and History students visit the Battlefields annually and examine the futility of war.
• A large number of Sixth Form students (approximately 30) volunteer to be Peer Mentors and support students in Years 9-11 to become involved in the wider life of the school.
SOCIAL DEVELOPMENT AND SKILLS (1)
Students generally respect others’ needs and interest and accept others rights to hold different views/beliefs to their own.
Evidence:
• Students’ generous responses to charity appeals indicate a high level of respect for others’ needs and interests. In 2014 students raised £10,274.00 for charities as wide ranging as CAFOD,
Macmillan Nurses, SVP,IFA Fireside, Father Hudsons, Yes to Life, the Royal British Legion, CAFOD, Redditch Heartsafe, the Rafe Walker Brain Scanner Appeal, Help the Heroes; Queen
Alexandra College( for the blind) and Save the Alex campaign.
• Students’ participation in debates, public speaking and assembly preparation highlight their acceptance of the right of others to hold different beliefs/values to their own. They are active in local and national campaigns.
• Student acceptance of difference is exemplified by the fact that there are very few racist incidents. Peer mentors from the Sixth Form support Year 9 Form groups each week in order to support transition and positively address potential issues such as bullying.
• Student Voice focus group works closely on community cohesion through PACT. Substantial survey outcomes.
• NFER returns show positive responses to school encouragement regards alcohol, drugs and smoking in addition to exercise, healthy diet, respect and community. However, the school needs to focus greater on the sexual health programme.
UNDERSTANDING AND RESPECT FOR DIFFERENT CULTURES (2+)
Students appreciate cultural diversity and engage well with those from different backgrounds.
Evidence:
• An understanding and respect for different cultures is nurtured in SLT assemblies and in the content of Citizenship lessons which promote community cohesion.
• The school’s behaviour policy and behaviour expectations also promote knowledge of and a respect for all peoples with few incidents of racism in the school. The RE programme makes it clear that all people are made in the image of God and are therefore deserving of respect.
• The School’s VLE has a collective worship section which contains multi-faith prayers and resources for form and Year assemblies.
• The Year 9 visit to places of worship is funded by school and is attended by all Year 9 students. This allows students to visit two places of worship outside of the Christian tradition, to ask questions and to develop a greater understanding of other faiths.
• Students of other faiths are encouraged in RE lessons to promote understanding and tolerance of their own faiths.
• The Year 9 RE curriculum follows on from that of St Bede’s and focuses on Islam.
• Chaplaincy plays a significant part in promoting respect and tolerance: in the chapel there is a multi-lingual prayer board and welcome sign, the multi-faith/diversity board raises awareness about other culture and faiths and about asylum seekers (Brushstrokes and Restore). Students are encouraged to pray in their native language when appropriate; CAFOD fast days are promoted as part of Catholic social justice awareness. The festival of light during Lent encourages students to write prayers for particular parts of the world and to design prayer lanterns
THE SCHOOL’S PROMOTION OF SMSC AND COMMUNITY COHESION (1)
SMSC development underpins all the school’s curriculum and teaching. Impact is evident in all classrooms and nearly all students’ attitudes.
Evidence:
• The school’s assembly and Citizenship programme, Days of Reflection, work of the Chaplaincy and the context of lessons across the curriculum clearly demonstrate the school’s commitment to SMSC.
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• The School’s lay chaplain outreaches to students not being educated on site and assists with R.S. Pastoral support is offered on these visits and student welfare is monitored; the Chaplain reports back via Heads of Year meeting. In addition the Chaplain attends all parents’ evenings; she meets and greets and provides opportunities to discuss student issues.
• The Learning Support Department’s HLTA supports vulnerable students, monitoring and reporting on their pastoral needs. The school supports Inclusion for all and rarely PXs students, preferring to look at alternatives.
• The School’s commitment to the place of RE as a Core Curriculum area and Citizenship as a Pathways choice at KS4 shows the importance the school places on SMSC. R.S. has a 10% curriculum time at KS4.
• Subject areas also take opportunities to reinforce the School’s faith ethos eg Business Studies, History, English, Art.
• The impact of the school’s efforts to develop the SMSC life of students is evidenced in students’ general behaviour, care and support for each other and others in school, and beyond.
• Community cohesion is integral to the school’s Mission and efforts are made to ensure that all students are respected and accepted in school and an acceptance of each other’s differences nurtured.
. The school is highly regarded in the community and this evidenced in the over-subscription levels. The distribution of Christmas Hampers to the elderly, the Carol Service in the centre of
Redditch in the Anglican church, the televised interviews of students in the Save the Alex Campaign, the live interview with the Principal and students about the next Pope on BBC Hereford and Worcester and the Young Enterprise Group work in the locality are some examples of direct student participation recently.
OUR VALUES (1)
 The school has a specific focus on Values and this is communicated to all students and staff.
 The school has appointed a non RC teacher to support students and staff to understand working in a Catholic school.
 Tolerance, mutual respect, understanding other faiths and individual liberty and democracy are entrenched in the curriculum.
 Our weekly newsletter acts as a driver for promotion of what we stand for.
OVERALL EFFECTIVENESS OF THE SCHOOL
Suggested grade: Good (2)
Evidence:
 Achievement at KS5 has improved significantly in the last 5 years.
 Achievement at KS4 has been consistently good or better and we aspire to be high performing nationally.
 The Catholic Life of the school continues to evolve with stronger alignments through the Our Lady of Lourdes Catholic Multi-Academy and the Bishop Challoner TSA.
 Leadership at all levels should continue to be rigorous and accountability high.
 Teaching is even more outstanding with robust recruitment and solid CPD.
 The curriculum has evolved to meet the needs of a changing student population whilst maintaining the rigour and robustness needed for Higher Education opportunities.
 Student behaviour is outstanding while safeguarding systems are robust.
 There is a strong emphasis on continuous improvement and the sharing of good practice to support this Staff are valued and have high expectations.
 Students generally have a highly positive experience of school with low NEET figures and the nurturing of self-discipline showing that students are well prepared for leaving school.
ADDITIONAL SUPPORTIVE DOCUMENTS:
 PRINCIPAL’S REPORTS TO Board of Directors and Academy Board
 FFT 2014 SUMMARY
 RAISE ON LINE 2014
 SCHOOL DEVELOPMENT PLAN 2014
 OLOL CATHOLIC MAC ACADEMY DEVELOPMENT PLAN
 GCSE SUMMARY 2014
 SIXTH FORM SUMMARY 2014
 PUPIL PREMIUM SUMMARY 2014
 “SUNDAY TIMES” TOP 500 SCHOOLS
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