Saint Thomas More Language College, located in London, was inspected on 24 and 25 May 2022. The overall effectiveness of the school was rated as good, with similar ratings for the quality of education, behavior and attitudes, personal development, and leadership and management. The school had previously been rated as outstanding during its last inspection nine years ago, reflecting a significant change in its evaluation under the current inspection framework.
Pupils at the school describe it as a close community where they feel happy and safe. They appreciate the friendships they form and the support provided by school leaders, particularly when they join in Year 7. The school leaders maintain high expectations for all pupils, and the curriculum is designed around the motto of serving God and striving for excellence. Pupils generally behave well, and any low-level disruptions are addressed promptly by staff. The school has a proactive approach to resolving issues, including bullying, and provides necessary support to students.
The school offers a variety of extracurricular activities, including clubs for debating and gardening, which enhance pupils' experiences beyond the classroom. Educational visits, such as theatre outings, are organized to deepen pupils' understanding of the subjects they study. Leaders encourage pupils to express their views through initiatives like the College Council and the Committee for Change, where they discuss contemporary issues and present ideas to school leaders.
The curriculum is broad, with Year 7 pupils studying both French and Spanish before selecting a language for their GCSE studies. Most subjects are coherently sequenced, allowing pupils to build knowledge and skills over time. For example, in art and design, pupils learn techniques related to tone and color before applying this knowledge in their own work. However, there are areas where the curriculum lacks coherence, which can hinder pupils' progression.
Teachers are knowledgeable and ensure that pupils engage with subject-specific vocabulary, promoting their oracy skills. While formal assessments are generally used to check pupils' understanding, there are instances where teachers do not systematically assess what pupils have learned, leading to gaps in knowledge before new content is introduced. Pupils are respectful and attentive in lessons, and those with special educational needs receive appropriate support.
The school has a structured reading program that encourages pupils to read widely, with additional support for weaker readers to develop fluency. Leaders are focused on enhancing this process to help all pupils improve their reading skills. Pupils are also encouraged to express their opinions on school policies, such as the uniform policy, and learn about diverse cultures through various events.
Leaders and governors maintain effective communication with staff, who feel supported and appreciate the professional development opportunities provided. The safeguarding arrangements are effective, with all staff receiving up-to-date training and understanding the procedures for making referrals. Leaders are aware of the contextual risks and take steps to promote pupil safety, including online safety and personal safety when using public transport.
To improve, the school needs to ensure that all subjects are planned coherently to facilitate knowledge and skill development. Additionally, teachers should consistently use effective assessment strategies to gauge pupils' understanding of key content, allowing for timely interventions when gaps in knowledge are identified. Overall, the school demonstrates a commitment to providing a supportive and enriching educational environment for its pupils.
