Notre Dame Catholic Girls' School

What Ofsted said

From the inspection on 30 June 2026

Pupils enjoy being part of this supportive community. However, improvements are needed to ensure pupils can achieve their best at the school. Pupils study a broad curriculum, but their experiences in some lessons vary. Where teaching is effective, pupils learn and thrive. Disadvantaged pupils typically achieve more positively. However, weaknesses in some areas of teaching mean that pupils have gaps in their knowledge. Support for pupils with special educational needs and/or disabilities (SEND) is inconsistent. This means that too many pupils do not achieve as well as they should or are not prepared for their next steps. Many pupils attend well. However, some pupils, including many with SEND, do not attend regularly enough. They miss out on important learning and wider experiences. Leaders have recently taken steps to improve attendance. However, at present, these have not made a difference for pupils who are absent most often. Pupils are respectful and courteous towards staff and one another. They understand the school’s expectations. Pupils’ behaviour in lessons and around the school is positive. As a result, lessons are calm and orderly. Pupils feel safe and bullying is rare. When concerns do arise, pupils know that staff will listen and take appropriate action. Pupils know how to keep themselves safe, both online and offline. Pupils enjoy taking part in a wide range of clubs and activities. For example, pupils take part in art, reading, dance and chess clubs. They also have access to a wide range of sports clubs. Pupils develop their confidence through activities such as debating and public speaking competitions. Pupils receive high-quality careers advice. They learn about the different options available to them and meet a range of employers. This helps them to make informed decisions about their next steps.

What the school should improve

• Leaders should ensure that pupils’ needs are identified accurately and promptly so that timely support and adaptations reduce barriers to learning and attendance.
• Leaders should ensure that all staff understand the individual needs of pupils with special educational needs and/or disabilities and that staff know and consistently use the best strategies to help these pupils access the curriculum.
• Leaders should ensure that the school’s agreed pedagogical approaches are effectively embedded across all subjects so that pupils develop secure knowledge and achieve well across the curriculum.
• Leaders should refine their attendance strategy to improve attendance rapidly, particularly for persistently absent pupils and those with additional needs.
• Leaders and those responsible for governance should act decisively where standards fall short so that improvements are secured quickly and sustained over time.

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