St Gregory's Catholic School

What Ofsted said

From the inspection on 15 October 2024

The school, in its mission to ensure that 'every pupil is known and loved', has created a warm and welcoming environment for pupils. Teachers get to know pupils well, and they have high ambitions for their success. Pupils with special educational needs and/or disabilities (SEND), and those who attend the St Francis de Sales Centre for the Deaf, are well supported. As a result, pupils are happy and achieve well. The trust has a clear vision for school improvement and has taken decisive action to bring stability to the school, including significantly raising expectations for behaviour and attendance. This has had a transformational impact on the school. Pupils behave well in classrooms and corridors. Teachers use the school's behaviour systems effectively and have created a culture where positive relationships are important. As a result, pupils are courteous and respectful. They feel safe, and their learning is rarely interrupted. The rich and broad curriculum effectively prepares pupils for life beyond school. Pupils learn about healthy relationships and online safety. They demonstrate inclusive attitudes towards each other, including those who are different from themselves. They have many opportunities to develop their character. Students in the sixth form embrace a well- considered programme of volunteering that enables them to contribute to the school community.

What the school should improve

• The quality of curriculum implementation is variable. A small number of subjects are not being delivered as well as others. This includes inconsistencies in the use of assessment, the support offered to some disadvantaged pupils and the quality of provision for some students studying vocational courses in the school's sixth form. This means some pupils are not learning as well as they could. The trust is alert to this and must now pursue consistently high standards of teaching to ensure that all pupils benefit from the quality of education that is intended.
• The school does not always have clarity about the impact of its work. This means that some pupils, including those who are disadvantaged, at the earlier stages of learning to read, and some students in the sixth form, are not supported well enough in terms of their attendance and education. The trust should ensure that it monitors and evaluates the impact of actions to ensure that it is clear about the school's strengths and what needs further strengthening.

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