Ofsted conducted a short inspection of Holy Cross RC School on June 18, 2019, and the findings indicate that the school continues to maintain a good standard of education. The leadership team, under the guidance of Executive Headteacher Ms. Kathleen Williams, has successfully upheld the quality of education since the last inspection in September 2015. The school’s vision of growing hearts and minds is evident throughout its operations, and the recent refurbishment of the school building has enhanced the learning environment for pupils. The leadership and governing body ensure that all pupils and families feel welcomed and included, with parents expressing high satisfaction with the school’s community atmosphere.
The school offers a bilingual curriculum through The Fulham Bilingual program, where one-third of the pupils are taught in both English and French. The well-being of staff and pupils is prioritized, fostering strong relationships that contribute to a secure environment. Staff receive support in managing their workload and benefit from professional development opportunities, including collaboration with other local schools.
Holy Cross RC School excels in music and the creative arts, providing a variety of enrichment opportunities that allow pupils to explore their interests. The governing body is knowledgeable and ambitious, playing a significant role in the school’s improvement journey. Attainment levels in early years and key stages one and two are strong, with results in reading, writing, and mathematics exceeding national averages. However, there are inconsistencies in other curriculum areas, prompting leaders to develop the curriculum further.
Safeguarding measures are effective, with robust systems in place to ensure the safety of pupils. Staff are well-trained in safeguarding protocols, and there is a strong emphasis on keeping pupils safe, both physically and online. Pupils report feeling secure and confident in the support provided by staff.
The inspection focused on the progress of pupils in reading and writing, particularly in key stage two, due to previous declines in performance. A new reading strategy has been implemented, yielding positive results as pupils engage with texts more deeply. Teachers are encouraged to select texts that connect with other subjects, enhancing pupils' learning experiences. While there are early signs of improvement, the new approaches need to be fully embedded to ensure sustained progress.
The teaching of history and geography follows a topic-based approach, with some classes demonstrating effective knowledge gains. However, the quality of work varies across year groups, indicating a need for consistency. Leaders are prioritizing curriculum development, introducing clear guidance on expected knowledge and vocabulary to enhance teaching practices.
Disadvantaged pupils in the early years and key stage one are receiving effective support, leading to strong progress. The school provides a nurturing environment, identifying vulnerable pupils and offering tailored support. Financial assistance for extracurricular activities ensures all pupils can participate in school offerings.
Overall, the school is committed to promoting pupils' well-being alongside academic success, with a holistic approach to education. The next steps for the school include ensuring that the curriculum for science, history, and geography supports substantial knowledge gains and that reading strategies are consistently evaluated for effectiveness. The inspection highlights the school’s strengths while recognizing areas for continued development to enhance pupil outcomes.
