All Saints' Catholic High School

What Ofsted said

From the inspection on 28 April 2026

Pupils play their full part in creating the energetic atmosphere evident in this large multi-cultural school. Many pupils’ positive attendance reflects their sense of belonging. They feel safe and form trusting bonds with adults. This is, in part, a result of the steps leaders have taken to improve how the school safeguards pupils. It is also due to leaders’ and staff’s high profile modelling of the school’s values, including the daily welcome of pupils to school. Pupils know who to turn to if they need support. This also contributes to their sense of wellbeing. The school discreetly removes any barriers to learning and/or wellbeing that pupils face. Pupils’ conduct is typically calm and purposeful in lessons. It is usually good natured and sociable at break and lunchtimes. Pupils respond well to adults’ direction if their enthusiasm gets the better of them. There is little bullying, and staff deal with any that occurs. However, leaders are rightly taking steps to ensure that all pupils’ behaviour is respectful of others' backgrounds and contexts. Post-16 students conduct themselves with maturity. Pupils understand why it is important to learn. Many study with increasing confidence and maturity. Pupils typically achieve well, including those with special educational needs and/or disabilities or who face other barriers to learning. Where a few teachers are still developing their fluency and confidence to teach in line with the ‘All Saints Expected Standard’, pupils’ knowledge, skills and understanding are not as developed as they could be. Pupils benefit from a broad range of enrichment activities, including access to many clubs, pupil-led cultural days and sporting events. They also study important knowledge about relationships, wellbeing and life in multi-cultural Britain. While many pupils remember much from this studying, some pupils’ knowledge is not as secure. Pupils are typically ambitious for their futures. At the end of key stages 4 and 5, high proportions of pupils continue on to education, employment or training.

What the school should improve

• The trust should develop systems to review and understand the impact of its work, particularly in relation to that which has strengthened the school's safeguarding practice, and so be well placed to provide ongoing scrutiny.
• Leaders should continue their work to refine the curriculum and ensure that all teachers deliver it in line with leaders’ expectations so that all pupils, including those with special educational needs and/or disabilities, achieve well in each key stage and in each subject.
• Leaders should take steps to ensure that pupils remember what they study in the personal, social, health and economic education curriculum and the relationships and sex education curriculum, and that this knowledge supports all pupils to enact the school's values, such as respect.

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