Archbishop Ilsley Catholic School

What Ofsted said

From the inspection on 12 May 2026

Standards at this school have declined since the previous inspection. Pupils with special educational needs and/or disabilities (SEND) are not well supported to access the curriculum. Their needs are not accurately identified or addressed. Too many pupils who need support with their reading do not get it. Too many pupils truant from lessons. The school has not been effective in addressing this issue. Some pupils are boisterous and unruly at unstructured times. For example, some pupils push others and play fight as they move between lessons. This makes other pupils feel unsafe. The school has not ensured that there are clear routines that pupils understand and follow. Some pupils are disrespectful to others and to staff. At times, they use discriminatory language. Often this goes unchallenged. Typically, pupils enjoy learning at school. However, they experience disruption to learning in some lessons. Typically, bullying is dealt with effectively. However, some pupils lack confidence in how the school handles these issues. Many pupils attend school well but some are absent frequently. Pupils, including pupils with SEND, do not benefit from consistently effective teaching. This affects how well pupils learn in different subjects. Some pupils do not develop the essential knowledge they need in reading, writing and mathematics. This hinders their learning and access to the wider curriculum. Consequently, they do not achieve as well as they could. Students in the sixth form have a better experience. They generally achieve well by the end of their studies. They are well prepared for their next steps. Some pupils participate in the school's extra-curricular offer. This is particularly true for the Duke of Edinburgh's Award scheme, where many pupils in Year 9 complete the bronze award. However, participation in other aspects is limited. Pupils are not always aware of what clubs are on offer. This means opportunities to pursue interests and develop talents are limited.

What the school should improve

• Those responsible for governance need to ensure they have an accurate understanding of the quality of provision in the school so they can hold leaders to account.
• Leaders and those responsible for governance must identify priorities for improvement and evaluate the effectiveness of their actions accurately to ensure they are bringing about the improvements needed.
• Leaders need to ensure that they accurately and swiftly identify the needs of pupils with special educational needs and/or disabilities and that teachers receive the information and training they need so that they are able to support these pupils well.
• Leaders must ensure they have effective systems in place to address internal truancy, thereby reducing the number of pupils who repeatedly miss lessons.
• Leaders need to ensure that there are high expectations for how pupils behave during unstructured times and in lessons, so that the school is calm and orderly.
• Leaders need to ensure they have a detailed understanding of the barriers some pupils face in attending school regularly, and effective strategies to overcome these, so that attendance improves for all pupils.
• Leaders must ensure that pupils at the early stages of reading receive effective support.
• Leaders must ensure that teachers effectively check pupils’ understanding so they can address any gaps in learning or misconceptions.
• Leaders need to ensure that teachers support pupils to develop the essential knowledge they need in reading, writing and number so they can achieve well.
• Leaders need to ensure that the personal development programme supports all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, to develop a better understanding of the important knowledge in the programme, including about fundamental British values and equality, so that pupils are well prepared for life in modern Britain.

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