Bolton St Catherine's Academy

What Ofsted said

From the inspection on 11 March 2025

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 academic 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 the school should improve

• 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.

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