Blessed Thomas Holford Catholic College, located in Altrincham, Cheshire, underwent an inspection on October 4 and 5, 2022, and received an overall effectiveness rating of Requires Improvement. The school, which has a history of being rated Outstanding in its previous inspection nine years ago, has faced challenges in maintaining high educational standards. The inspection highlighted that the quality of education, behavior and attitudes, and personal development all require improvement, while the sixth-form provision was rated as Good.
The report indicated that staff do not consistently hold high expectations for pupils in Years 7 to 11, leading to a curriculum that lacks ambition. This has resulted in uneven academic progress and personal development experiences for pupils, particularly in key stages 3 and 4. In contrast, students in the sixth form benefit from a well-structured education and demonstrate positive attitudes towards their learning.
Behavior among pupils in Years 7 to 11 varies, with a minority disrupting lessons and struggling to manage their behavior. While most pupils behave well, some report issues with name-calling and bullying, although they feel that staff respond effectively when incidents are reported. The report noted that while most pupils find staff approachable, there is frustration regarding the quality of education, which affects their future study choices. However, pupils appreciate the extracurricular activities available, particularly those supporting local and national charities.
The inspection revealed that leaders and governors have not fully grasped the weaknesses in the quality of education and personal development experiences. They have not evaluated pupils' experiences in sufficient depth, leading to a partial understanding of the support needed for staff to enhance learning and behavior. Although leaders are beginning to address these concerns, it is too early to assess the impact of their actions.
The curriculum in key stages 3 and 4 is broad, but the quality of learning experiences varies significantly across subjects. Some areas lack ambition, resulting in pupils missing essential learning opportunities. In certain subjects, teachers effectively deliver content and engage pupils, but inconsistencies remain in assessment practices. Leaders are taking steps to improve assessment systems and support staff in delivering ambitious curricula.
Pupils with special educational needs and disabilities are included in the same curriculum as their peers, and their needs are generally well identified and supported. However, the uneven experiences across subjects hinder equal progress for all pupils, including disadvantaged students. Leaders have implemented effective reading support for younger pupils, encouraging wider reading habits.
In the sixth form, students benefit from a well-designed curriculum that meets their learning needs, with teachers effectively delivering content. However, leaders' expectations for behavior are not consistently understood or applied by all staff, leading to some pupils not behaving as expected. The personal development curriculum lacks coherence and quality, particularly in areas like personal, social, health, and economic education.
To improve, the school must ensure that all pupils receive an ambitious and well-delivered curriculum, address behavior issues consistently, and enhance the quality of personal development programs. Leaders and governors need to develop a comprehensive understanding of the school's strengths and weaknesses to effectively support improvements in education and behavior. The inspection emphasized the importance of thorough evaluation and action based on findings to enhance the overall educational experience for all pupils.
