All Saints Catholic High School

What Ofsted said

From the inspection on 14 April 2026

Pupils at All Saints Catholic High School feel a sense of belonging and are part of a large school community. Pupils trust staff to help them when they need it. This helps them to feel safe. Pupils receive appropriate individual support that helps them to overcome any barriers to their learning. This inclusive approach includes the carefully designed careers programme that supports them in deciding their next steps. Pupils value their experience at school and benefit from the support provided by staff. Pupils’ attitudes in lessons are highly positive. They behave extremely well during social times. Pupils enjoy the learning that takes place in the classroom. Relationships between pupils are respectful and they embrace diversity. Bullying is rare and staff address it swiftly when required Not all pupils achieve as well as they could in public examinations. However, disadvantaged pupils do achieve just as well as their disadvantaged peers nationally. Improvements made to the curriculum are having a positive impact on how pupils learn. However, these have not yet led to consistently improved results at the end of key stage 4. Pupils benefit from a wide personal development offer, which broadens their experiences far beyond their local area. For example, Year 7 pupils attend a team-building residential, which helps them to quickly develop strong interpersonal skills as they join the high school. Collectively, the opportunities that the school provides help pupils to be more than ready to take their place in society. Pupils attend school often and are punctual. Disadvantaged pupils and those with special educational needs and/or disabilities attend more regularly than similar groups nationally. This is driven by highly positive relationships between staff and families. The school’s post-16 provision is tailored to the needs of students. They achieve very well. Students benefit from volunteering experiences, carefully chosen qualifications and work placements that equip them very well to progress to higher education, employment or training.

What the school should improve

• Leaders should ensure that the consistency of teaching is high in key stages 3 and 4, so that pupils benefit from high-quality teaching across all subject areas.
• Leaders should monitor how well pupils learn the curriculum in all subjects in key stages 3 and 4, so that the right adaptations are made to the curriculum and teaching to enable pupils to achieve as well as they should.
• Leaders should track the impact of the provision for pupils in all vulnerable groups and make appropriate adjustments to their provision so they can succeed.

Read the full Ofsted report (opens in a new tab)