St Wilfrid's Catholic High School & Sixth Form College: A Voluntary Academy

What Ofsted said

From the inspection on 10 March 2026

This school supports pupils to be successful. Pupils arrive eager to learn and find staff committed to their achievement. This fosters a belief among pupils that they can make a positive impact on the world. The school has effective systems that support those who need help, creating a genuine sense of safety and care that enhances pupils' wellbeing. Bullying is rare, but staff respond with urgency when it occurs. Lessons in both the main school and sixth form have a calm and positive atmosphere. Pupils share ideas and show curiosity for their learning. For example, they design personalised cushions in design and technology and use past experiences to improve their work. They enjoy a wide range of subjects. Sixth-form students show hard work and dedication to their studies. Their respectful and courteous behaviour creates a supportive learning environment. It also sets a good example for younger pupils. The school is inclusive. It has a resource provision that supports some of its pupils with special educational needs and/or disabilities. Pupils in the provision join lessons and interact with their peers when this is suitable. Staff understand individual pupils' needs. They help to remove barriers to learning for pupils. Most pupils achieve well in the Year 11 and 13 national examinations. However, sometimes, teacher checks on what pupils know and can do are not accurate. This means that, at times, learning activities are not matched to pupils' needs or abilities. Progress through the curriculum slows. The school draws its Year 7 intake from 50 primary schools. Leaders understand that building strong relationships with families is crucial as pupils begin their journey at the school. They also place a strong emphasis on enhancing communication with parents, ensuring it remains a consistent focus over time. Most pupils attend regularly. They have opportunities to take part in fun extra-curricular activities, such as community groups, sports clubs and exciting trips to Europe. Many pupils have important firsts, such as their first trip away or visit to the seaside.

What the school should improve

• Leaders should ensure that staff consistently implement checks on pupils’ learning to help identify gaps in their knowledge and understanding to effectively inform future lesson design and teaching.
• Leaders should further develop their oversight of inclusion, ensuring that support is carefully reviewed and adjusted to consistently improve pupils’ experiences and outcomes.
• Leaders should ensure that teachers consistently apply their expert knowledge of both subjects and of what pupils know and can do so that pupils' achievement from their starting points continues to improve across the curriculum.

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