The Cardinal Vaughan Memorial School

About the school

The Cardinal Vaughan Memorial School

89 Addison Road

London

W14 8BZ

Head: Mr Paul Stubbings

T 020 7603 8478

F 020 7602 3124

E mail@cvms.co.uk

W www.cvms.co.uk

A state school for boys aged from 11 to 18.

Boarding: No

Local authority: Kensington & Chelsea

Pupils: 964; sixth formers: 357 (152 girls)

Religion: Roman Catholic

Ofsted report

The Cardinal Vaughan Memorial RC School

Unique Reference Number 100506

Local Authority  Kensington and Chelsea

Inspection number 285821

 Inspection date  13 September 2006

Reporting inspector Samantha Morgan-Price HMI

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

Type of school Secondary

School category Voluntary aided

Age range of pupils 11-18

Gender of pupils Boys

Number on roll (school) 897

Number on roll (6th form)  304

Appropriate authority The governing body

School address 89 Addison Road/London/W14 8BZ

Telephone number 02076038478

Fax number 02076023124

Chair Sir Adrian FitzGerald Bt.

Headteacher Mr Michael Gormally

Date of previous school inspection 26 February 2002 inspection

Age group

11-18

 Inspection date

13 September 2006

 Inspection number

285821

Introduction

The inspection was carried out by one of Her Majesty's Inspectors of Schools. In the course of the day's visit, the inspector met with a range of staff and pupils as well as members of the governing body. The inspector also observed the school at work.

Description of the school

The Cardinal Vaughan School has a mixed sixth form. The majority of the school is White British, White Irish or White other. Around 25 per cent of pupils have a minority ethnic heritage. The proportion of pupils with learning difficulties and disabilities is below that found nationally. Pupils' attendance is high and the school has lower than average mobility. Pupils start the school with levels of English and mathematics that are well above average.

Key for inspection grades

Grade 1           Outstanding

Grade 2           Good

Grade 3            Satisfactory

Grade 4           Inadequate

Overall effectiveness of the school

Grade: 1

"The school is the most marvellous community with a serious sense of purpose... we are incredibly privileged to have our children at this school"

This is an outstanding school of which pupils, parents, staff and governors are rightly proud. Parents are extremely positive about the quality of education and the pastoral care provided. Since its last inspection four years ago, the school has sustained the high quality of education it offers to pupils. The Headmaster, ably assisted by his leadership team, middle managers and governors, provides outstanding leadership and a clear vision for the future.

'Enjoy and achieve' is at the heart of the school's aims for pupils, and they do. The boys enter the school with high levels of attainment in English and mathematics, and continue to achieve extremely well as they move through the school because teaching and the curriculum are outstanding. However, not all Black African and Black Caribbean boys make outstanding progress and the school is already taking robust steps to ensure this improves.

The boys' behaviour is extremely good and their positive attitudes ensure that they arrive at each lesson wanting to learn. They are not disappointed. Teachers plan effectively for different levels of ability in their classes. The setting and marking of work is regular and tells pupils how well they are doing and how they can improve. Homework is issued regularly and the results are used extremely well by teachers to ensure that targets set for pupils are accurate. The level of monitoring of pupils' progress is exceptional.

Pupils know that they can call on their teachers at anytime and not just for support on academic issues. One to one support is commonplace within the school. The level of commitment by teachers is clearly evident and forms a large part of the school's success. One upper sixth form pupil stated that her tutor had worked through the night to complete a personal statement for her application to Cambridge.

The school is run extremely well. Along with an accurate view of the school's strengths and weaknesses, the leaders have a strong determination to tackle those matters raised in its accurate self-evaluation. One of the two issues raised at the last inspection has been addressed; the issue surrounding accommodation is still ongoing. The school has continued plans to improve accommodation and there have been substantial improvements since the last inspection, however the senior management team are aware there is still some work to do. Governors ably identify the key priorities for the school and hold leaders to account for school improvement.

Effectiveness and efficiency of the sixth form

Grade: 1

The sixth form is vibrant and highly successful. Pupils enjoy the standard of teaching and support they receive and this is reflected in the high numbers who stay on to complete their courses. Pupils are ambitious for their futures and are focused on achieving. The management of the sixth form has ensured an effective and improving learning experience for the pupils.

What the school should do to improve further

* Provide greater challenge for Black African and Black Caribbean boys to enable them to make even better progress.

* Improve the accommodation of some teaching rooms.

Achievement and standards

Grade: 1

Grade for sixth form: 1

Boys enter the school with high levels of attainment, make tremendous progress and attain above average standards as they move up through the school. The school sets demanding targets, and the majority of boys rise to the challenge. Standards in the school are high and improving. This is because pupils make extremely good progress. No groups underachieve, however the school is aware that there is more work to be done to ensure that all groups attain exceptionally high results. The majority of pupils achieve their predicted GCSE grades. Examination results in 2006 were hugely above the national average. Every pupil achieved five A* to G passes at GCSE. Standards in the sixth form are also high and improving. All pupils entered for A level achieved a pass. Pupils with learning difficulties and disabilities make exceptional progress.

Personal development and well-being

Grade: 1

Grade for sixth form: 1

Pupils' personal development in both the whole school and the sixth form is exemplary. Pupils express themselves clearly and confidently in both lessons and outside. They are actively engaged in learning and many make a strong contribution to the community. Staff share a strong commitment to the personal development and well-being of pupils. The Catholic ethos of strong discipline and care is apparent in all aspects of the school's life. Pupils in turn are keen to learn, arrive punctually and attend regularly. The exceptional level of attendance is rooted in the personal enjoyment evident among pupils, whether in lessons, at break or when involved in extra-curricular activities. Pupils from different backgrounds get on well together and there is a climate of mutual respect. Behaviour in lessons and around the school is exceptional. Pupils feel extremely safe as a result of the high priority the school places on the well-being of all.

Pupils have a very good understanding of how to lead a healthy life. There is an extensive range of extra-curricular activities available to improve pupils' personal health. Pupils make extensive use of the confidential counselling service that the school provides. The school provides a very good range of healthy foods options. Sixth form pupils also act as mentors to those in Years 7 and 8. Learners in Year 10 and 11 are extremely well prepared for their future economic well-being by having access to a number of programmes that support the development of life skills.

Quality of provision

Teaching and learning

Grade: 1

Grade for sixth form: 1

The school's self evaluation of teaching states that 92 per cent of teaching is good or better. The school has developed a robust system of lesson observation that continues to drive up teaching standards. Pupils are taught extremely well. Teachers are enthusiastic with a depth of subject knowledge which they use to challenge pupils to do their best. Homework is set regularly, marked promptly and feedback is detailed and helps pupils to make progress. Pupils understand what level they are currently at and what they need to do to improve. However, teachers need to set more challenging targets for Black Caribbean and Black African pupils. The school has developed an effective information and communication technology (ICT) monitoring system which tracks the progress of all pupils and informs what they learn in class. The support for pupils with learning difficulties is of the highest quality and contributes to their success. In the sixth form teaching also develops pupils' independent skills successfully and uses assessment effectively to meet individual needs and help them improve.

Curriculum and other activities

Grade: 1

Grade for sixth form: 1

The curriculum is outstanding and fully meets statutory requirements. There is a full range of GCSEs at KS4 which includes applied GCSE in applied business, engineering and ICT and an extensive range of subjects available to pupils at AS and A2 levels. The provision for ICT is very good; the school has invested heavily in the refurbishment of its ICT rooms. The school has also developed an excellent music department which has enabled the school to expand its music curriculum. There is effective curriculum support for pupils with additional learning needs. The school provides additional curriculum opportunities for the more able pupils outside of timetabled classes. The school's gifted and talented initiatives include mentoring of pupils by Imperial and King's Colleges and the design technology young engineers club.

Most pupils take advantage of the exceptional range of extra-curricular opportunities available to them which can be accessed before and after school. The curriculum and pupils' personal development are further enriched by visits.

Care, guidance and support

Grade: 1

Grade for sixth form: 1

The school provides an exceptional level of care, guidance and support for pupils. A thoughtfully co-ordinated approach, coupled with the dedication of staff ensures that pupils feel supported in all aspects of their school life. The school has a strong and effective form-based pastoral system which is used to support pupils' academic and personal progress. The school's careers programme effectively supports pupils to make the right educational choices. The school provides further academic support by way of extensive homework clubs and Easter revision classes. Support for pupils with learning difficulties is effectively organised, enabling them to make very good progress and the specialist team thoroughly monitor and track their progress. The learning support unit makes an impact on pupils being able to achieve their academic targets. Pupils in the sixth form have access to excellent study facilities which includes a discrete Universities and Colleges admissions Service library and an ICT room. Pupils also receive effective careers guidance which enables them to make informed choices about their future career options.

Leadership and management

Grade: 1

Grade for sixth form: 1

Leadership and management are outstanding. Clearly the leadership of the Headmaster and his senior team has been decisive in sustaining a long tradition of high quality education at the school. There is a real sense of teamwork and commitment to realise the shared vision of ensuring all pupils reach their potential. Parents and governors speak very highly of the Headmaster's leadership. The school's perceptive self-evaluation outlines what needs to be done and involves the support of staff and governors. The leadership team and governors are aware of the school's areas for development and there is a strong desire to address them.

The school has very strong and effective quality assurance systems in place. For example, thorough monitoring of homework set by departments ensures that it meaningfully consolidates and expands pupil learning. The school's monitoring of pupils' progress by their ethnicity is not as effective. This has been recognised by the school and appropriate actions have been put in place.

Governors support the school well. Governors meet regularly and work closely with managers across the school. They provide appropriate challenge regarding the school's performance. The governing body curriculum committee is involved in a programme of checking departments' progress against action plans. The school's staff are suitably qualified and is supported to achieve their full potential.

The school has invested heavily in improving its accommodation; however there are some classrooms that are still unsuitable for teaching. Resources linked to specialist status in mathematics and ICT have also been beneficial in supporting pupils' learning in ICT. The school is now seeking specialist status in music which will further support its curriculum. The school is an active member of the borough's 14 - 19 strategy group and also supports several primary and secondary schools. The Headmaster and his leadership team have an excellent track record of improvement and are in a strong position to continue to do so.

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

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

1

1

The effectiveness of the school's self-evaluation

1

1

The capacity to make any necessary improvements

1

1

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

Yes

Yes

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

2

1

How well learners with learning difficulties and disabilities make progress

1

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 behaviour of learners

1

The attendance of learners

1

How well learners enjoy their education

1

The extent to which learners adopt safe practices

1

The extent to which learners adopt healthy lifestyles

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

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 performance is monitored, evaluated and improved to meet challenging targets

1

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

2

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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