John F Kennedy Catholic School

What Ofsted said

From the inspection on 12 May 2026

Kindness is the golden thread that weaves throughout this school community. Pupils are warm and open. They report that the best thing about the school is that people care about each other. As a result, pupils treat each other well. Bullying is rare. If it does occur, pupils are confident that staff deal with it quickly and effectively. Pupils enjoy positive relationships with staff. This is based on a shared understanding of respect. Pupils feel safe in school. They know how to get help and support if they need it. Pupils appreciate the many opportunities the school provides. This includes a wide range of clubs and activities, such as a chamber choir, chess club and art club. Many pupils take on leadership roles. They work closely with senior leaders, who involve them in decision-making. This helps pupils to feel empowered and valued. Pupils have a strong sense of belonging. They know that staff have their best interests at heart. There is a high level of pastoral care. Staff take swift action when pupils need additional support. This is particularly the case for those who have special educational needs and/or disabilities, are disadvantaged or are known or previously known to social care. Staff support pupils to overcome any barriers to learning. Pupils are proud to be members of this community. Most pupils attend well, and persistent absence is low. They understand leaders' high expectations and rise to the challenge. The school is a calm and orderly place. There is very little poor behaviour. Pupils can focus on their learning because disruption is rare. Typically, the curriculum is taught well. Teachers choose activities that engage pupils and help them build on prior learning. This means that they make positive progress from their starting points. Most pupils achieve well as a result. Pupils are well prepared for their next steps.

What the school should improve

• Leaders should continue to implement strategies to improve attendance for disadvantaged pupils.
• Leaders should ensure that teachers confidently and consistently implement adaptations to their teaching based on pupils' identified additional needs.
• Leaders should continue to use their thorough analysis of post-16 students’ learning and performance to inform adaptations to teaching and the curriculum to improve students’ outcomes.

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