St Mary's Catholic High School

What Ofsted said

From the inspection on 13 January 2026

This is a deeply caring school in which pupils treat one another, and staff, with great courtesy, respect and consideration. Many pupils join this school at non-standard transition points. Staff take great care to understand each pupil's individual circumstances. Staff help them feel secure and at ease in the school environment. For example, staff provide well-tailored support for pupils to develop their grasp of English where they may be new to speaking the language. Pupils appreciate the help teachers provide with learning. Pupils develop new knowledge in a range of subjects. However, the support for some pupils with special educational needs and/or disabilities (SEND) to learn the curriculum is not consistently effective. Some pupils with SEND have persisting gaps in their knowledge as a result. Likewise, some pupils do not receive additional support to address vital gaps in their knowledge, particularly in their written and spoken communication. Pupils make an important contribution to the school's welcoming climate. They help pupils who have recently joined the school to find their way around and to access any needed support. Pupils lead on community initiatives. These include school culture celebrations, sporting competitions and charitable fundraising. This increases pupils' sense of belonging to the school community. It also develops their character and empathy. Bullying is extremely rare within the school. The vigilant culture ensures that the school is a safe place for pupils. Pupils demonstrate positive attitudes to learning. Classrooms are calm. Pupils concentrate well on their studies. They enjoy learning a broad and ambitious curriculum. The school provides guidance to pupils that helps them to identify ambitious future destinations. This further strengthens their motivation to work hard.

What the school should improve

• Leaders should ensure that successful adaptations to teaching and resources are consistently made so that pupils with special educational needs and/or disabilities develop their knowledge and achieve well over time. • Leaders should improve how the curriculum and the school's academic support develops pupils' foundations in key aspects of learning, particularly the accuracy and fluency of their written and spoken communication.

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