Painsley RC College

About the school

Painsley Catholic College

Station Road

Cheadle

Stoke-on-Trent

Staffordshire

ST10 1LH

Head: Mrs Rachel Waugh

T 01538 714944

F 01538 483962

E office@painsley.staffs.sch.uk

W www.painsley.co.uk

A state school for boys and girls aged from 11 to 18.

Boarding: No

Local authority: Staffordshire

Pupils: 1269

Religion: Roman Catholic

Ofstead report

Painsley Catholic High School

Unique Reference Number 124456

Local Authority  Staffordshire

Inspection number 314936

 Inspection date 11 December 2007

Reporting inspector John English

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school

Comprehensive

School category

Voluntary aided

Age range of pupils

11-18

Gender of pupils Number on roll

Mixed

School

879

6th form

226

Appropriate authority

The governing body

Chair

Mark Downie

Headteacher

F R Tunney

Date of previous school inspection

24 March 2003

School address

Station Road Cheadle Stoke-on-Trent ST10 1LH

Telephone number

01538 483944

Fax number

01538 483962

Age group

11-18

Inspection date

11 December 2007

Introduction

The inspection was carried out by two Additional Inspectors, who evaluated the overall effectiveness of the college and investigated the following issues:

  • ■ The impact of the college's provision, especially its science specialist status, on its high standards.

  • ■ The impact of the college's Catholic ethos on the students' personal development and well-being.

  • ■ The provision and standards in the sixth form.

Evidence was collected from national published assessment data and the college's own records of the students' attainment, visits to lessons, discussions with teachers, students and governors, the views of parents, and a range of other documents supplied by the college. Other aspects of the college's work were not investigated in detail, but the inspectors found no evidence to suggest that the college's own assessments, as given in its self-evaluation, were not justified, and these have been included where appropriate in this report.

Description of the school

This is an average sized comprehensive school. It became a science specialist college three years ago. Most of the pupils are of White British heritage. There is a 65% Catholic population. The proportion of pupils with learning difficulties and/or disabilities is low. The sixth form provision is shared in a consortium arrangement with two local schools. The college has a variety of national awards, including Investor in People, Healthy School, Eco-school, Sportsmark and Becta ICT Mark.

Key for inspection grades

Grade 1            Outstanding

Grade 2           Good

Grade 3            Satisfactory

Grade 4           Inadequate

Overall effectiveness of the school

Grade: 1

Painsley Catholic College is outstanding. Its managers and governors are aware of this, and most parents believe so too. Many expressed a sense of great pleasure that their children attended the school. 'I could not have sent my children to a better school', wrote one, and many picked out the headteacher and the management of the college for particular praise. It is a school where individuals really count, and where students' personal development and well-being are as important as the achievement of high standards. This is because of the vision of the headteacher, which is based on his Catholic faith and shared by all staff, and even more notably by the pupils. Those professing the Catholic faith, and those of other faiths or none, all understand the spiritual and ethical values underpinning the life of the school, and can clearly trace its benefits in their personal development and standards of attainment.

A further key influence has been the establishment of the school as a science specialist college. This has had a major influence in developing the curriculum, making it more relevant to a wide range of the students. It has been influential in improving the quality of teaching and learning, by developing and sharing innovative practices. Through activities with partner schools and the wider community, the college has become a real centre of excellence, and this has given it a self confidence which has permeated many of its activities. Specialist status has played a key role in improved standards over the past three years.

Standards by the end of Year 11 are high. These standards are maintained in the sixth form. The proportion of students who achieved five or more grades A* to C in the 2007 GCSE examinations reached 90%, which is well above average. This figure has risen steadily over the last three years. The school takes even greater pride from the fact that all its students achieved eight grades A* to G. This year group entered the school with standards which were broadly in line with the national average, which shows that from their starting point their achievement is outstanding. All groups of students, including those who are gifted or talented and those with learning difficulties and/or disabilities, achieve equally well. Standards on entry to the school are now rising, and were above average in the two youngest year groups.

In addition to achieving these high standards, the students develop into mature, sensible young people, with a strong sense of community responsibility, and independence of mind. One student expressed the views of many when he said that what was important to them was that everyone wanted to do the 'right thing' and to do well, and this attitude was 'infectious'. Whilst accepting the ethical and spiritual values that underpin the life of the college, students feel that they can contribute to it and influence it. The college council is active and acts as a conduit for ideas for improvement as well as general discussion of issues of importance to students. For example, at their suggestion, students can use the college's computers at a 'homework club' outside school hours. Other responsibilities willingly entered into include being prefects and taking opportunities to act as mentors for younger students. Students have a very good attitude to work, founded on a clear sense of the value of education as well as their daily enjoyment of lessons and the company of their teachers and peers. They find lessons absorbing and rewarding. They really enjoy coming to college - the rate of attendance is well above the average. Students feel very safe and well cared for, and treat each other with respect. There is little inappropriate behaviour or bullying, and any that does occur is thoroughly dealt with because, as one student put it, 'we are a telling school' and adults take any such instances seriously. Students eat healthily and, although pressure on the timetable means limited physical education lessons in Year 10 and 11, most of them take plenty of exercise because of the high participation rates in the many additional sports activities offered by the college. Overall, their spiritual, moral, social and cultural development is outstanding.

The curriculum in the main school and in the sixth form has improved considerably over the past few years, particularly influenced by the specialist college status. This has enabled the college to develop its vocational and work related courses, as well as enriching the science curriculum. It is now well balanced, and an exceptional element is the way it can be adapted for individuals with particular needs. A very high proportion of students continue in Years 10 and 11 with a modern foreign language. Citizenship is exceptionally well taught by integrating it into all subjects in the curriculum, so that it is presented in relevant contexts. Information and communication technology (ICT) is very strong and, together with the high standards in key skills, ensures that the students are very well prepared for future study or working life. Given the wide range of opportunities available in other local post-16 institutions, a high proportion of students opt to continue their studies at the college. Teaching is outstanding. All the teachers are subject specialists, lesson planning is exceptionally good, and teachers can respond flexibly to the needs of the students because of their capacity to assess how well the students understand the lesson. Teachers can then change the course of the lesson, if necessary, to ensure that the students make maximum progress. Students report that teachers are always able to explain things in a different way if they do not understand them at first.

The students are exceptionally well cared for. Those with learning difficulties and/or disabilities benefit from excellent support from the teacher assistants and links with external support agencies. All the students know that there is an adult they can talk to if they have worries or concerns. Child protection arrangements and safety measures are all effectively in place. The students receive exceptionally good guidance on the levels at which they are working and how they can improve. In the first three years teachers set them clear targets for improvement in every subject. In Year 10 and 11 students are sensibly encouraged to determine targets themselves, guided by the extensive feedback they get on their work, particularly homework. In most subjects in the sixth form, guidance is excellent.

The headteacher provides outstanding direction for the work of the college. He has an unswerving vision based on meeting the needs of students and adults, and is very well supported in this by his senior managers. Together with the governors, managers have a very clear understanding of the strengths of the school. They believe that 'outstanding' does not preclude the requirement to continue to improve, and the school's self-evaluation clearly identifies areas of relative weakness. The college sets very challenging targets for itself, and achieves most of them. It is highly inclusive - although a Catholic college, it has a high proportion of non Catholics - values all students equally, and ensures that all groups achieve equally well. Governors set high standards and support the school whilst constantly challenging its performance. There have been many improvements in provision since the last inspection, demonstrating outstanding capacity to improve.

Effectiveness of the sixth form

Grade: 1

Standards are well above average and students achieve exceptionally well from their starting points. Results in 2007 improved considerably compared to the previous year. This was largely due to the drive and clear vision of the director of the sixth form. Self-evaluation is exceptionally effective in identifying strengths and areas for improvement. Clearly thought out plans have been put in place and have already had a positive impact in raising standards in subjects such as music and biology. Better use of assessment data has resulted in students being set challenging targets. The management of this combined sixth form is complex, but increasingly constructive relationships between the schools are leading to a greater consistency in provision. However, there are still some inconsistencies in target setting and the quality of marking in a few subjects, so that at present a small minority of students are not challenged sufficiently. Students are exceptionally well motivated and take every opportunity to enrich their learning through the outstanding extra-curricular provision. They thoroughly enjoy working within the local community and show a high respect for each other, the local and school communities, and their teachers. They are appreciative of all that the teachers do to support their learning and value the guidance they are given that enables them to achieve so highly. They use the opportunities given to them to comment on the work of the college responsibly and take pride in contributing to its development and improvement. They understand the importance of a healthy lifestyle and participate regularly in sport. They feel very well supported and safe within school.

The current curriculum offers an unusually wide range of academic AS and A level courses, reflecting the college status well. The recent addition of a number of vocational courses meets the needs of an increasingly wide range of students. The college provides excellent guidance to students at the end of Year 11 so that they all enrol for appropriate courses, including those who go to other institutions. The innovative induction process for the first few weeks in Year 12 has led to very good retention rates.

What the school should do to improve further

■ Ensure that weaknesses in target setting and academic guidance in a small number of subjects in the sixth form are eliminated.

Annex A

Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

School

Overall

16-19

Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners?

1

1

Effective steps have been taken to promote improvement since the last inspection

Yes

Yes

How well does the school work in partnership with others to promote learners' well-being?

1

1

The capacity to make any necessary improvements

1

1

Achievement and standards

How well do learners achieve?

1

1

The standards1 reached by learners

1

1

How well learners make progress, taking account of any significant variations between groups of learners

1

1

How well learners with learning difficulties and disabilities make progress

1

Personal development and well-being

How good is the overall personal development and well-being of the learners?

1

1

The extent of learners' spiritual, moral, social and cultural development

1

The extent to which learners adopt healthy lifestyles

1

The extent to which learners adopt safe practices

1

How well learners enjoy their education

1

The attendance of learners

1

The behaviour of learners

1

The extent to which learners make a positive contribution to the community

1

How well learners develop workplace and other skills that will contribute to their future economic well-being

1

The quality of provision

How effective are teaching and learning in meeting the full range of the learners' needs?

1

1

How well do the curriculum and other activities meet the range of needs and interests of learners?

1

1

How well are learners cared for, guided and supported?

1

1

Annex A

Leadership and management

How effective are leadership and management in raising achievement and supporting all learners?

1

1

Howeffectivelyleadersandmanagersatalllevelssetclear direction leading to improvement and promote high qualityof care and education

1

How effectively leaders and managers use challenging targets to raise standards

1

The effectiveness of the school's self-evaluation

1

1

How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can

1

How effectively and efficiently resources, including staff, are deployed to achieve value for money

1

The extent to which governors and other supervisory boards discharge their responsibilities

1

Do procedures for safeguarding learners meet current government requirements?

Yes

Yes

Does this school require special measures?

No

Does this school require a notice to improve?

No

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