St Thomas More Catholic School in Willenhall, West Midlands, was inspected on 11 and 12 October 2022, and received an overall effectiveness rating of good. The school fosters a warm and welcoming community where pupils feel safe and valued. The headteacher plays a pivotal role in establishing a caring ethos, knowing each pupil by name and greeting them personally. This personal touch contributes to a positive school environment where pupils are happy and enjoy attending school.
Behaviour in lessons is generally good, with pupils understanding the expectations set for them. They show respect towards staff and peers, although there are concerns regarding attendance and punctuality, as some pupils do not attend regularly and many arrive late. Bullying is infrequent, and pupils express confidence that staff will address any concerns they may have.
The leadership team is ambitious for their pupils and is actively implementing strategies to enhance learning retention. Most pupils make good progress, although this is not uniform across all classes. The school offers a variety of extracurricular activities, and sixth-form students are actively involved in school life, helping to run clubs for younger pupils.
Since the last inspection, leaders have collaborated with department heads to develop a curriculum that is ambitious and builds effectively on prior learning from primary school. At key stage four, there is an ongoing effort to encourage more pupils to engage with a broader curriculum, including modern foreign languages. The sixth form provides three pathways tailored to students' abilities and interests, supporting diverse learning needs.
In the past year, the school has introduced a new teaching and learning approach, which has been embraced by subject leaders and teachers. Educators demonstrate strong subject knowledge and employ effective questioning techniques to reinforce prior learning. However, the implementation of these new strategies is not consistent across the school, leading to variability in pupil progress.
Teachers adapt lessons to meet the needs of pupils with special educational needs and disabilities, and additional support from teaching assistants is valued by pupils. Leaders are also focusing on developing reading skills, with initiatives in place to identify weaker readers and provide support. However, this work is still in its early stages, and the impact of these interventions has not been thoroughly evaluated.
Pupils generally behave well in lessons, showing eagerness to participate and complete tasks. The school promotes a respectful culture, and leaders have introduced strategies to improve attendance and punctuality. However, the effectiveness of these strategies has not been systematically reviewed.
Pupils are encouraged to reflect on their spiritual beliefs and engage with diverse perspectives through school activities. Governors understand their roles and support the headteacher's vision, ensuring that statutory duties are met and that they are informed about the school's progress.
Pupils receive impartial guidance regarding their future steps, with support for university or training pathways provided by a dedicated staff team. The safeguarding arrangements are effective, with staff trained to identify pupils needing early help and to secure necessary support.
To improve, leaders need to enhance their monitoring of the impact of actions taken to support reading and attendance. Additionally, addressing gaps in knowledge and ensuring consistent teaching practices across the school will be essential for maximizing pupil learning outcomes. Overall, St Thomas More Catholic School demonstrates a commitment to providing a supportive and effective educational environment for its pupils.
