Our Lady's Catholic College in Lancaster has undergone an inspection that highlights both its strengths and areas for improvement. The school is characterized by a strong sense of community and friendship among pupils, who appreciate the calm and purposeful atmosphere. Staff and students acknowledge the significant improvements made over recent years. Pupils are aware of the high expectations set by staff regarding behavior and academic achievement, leading to positive engagement in learning. While students in the sixth form perform well and progress to ambitious destinations, some pupils in key stages three and four are not achieving to their full potential due to insufficient benefits from the newly refined curriculum.
Pupils express happiness at school and value the diverse experiences that enhance their understanding of equality and diversity. The school promotes a philosophy of aspiring to personal growth rather than material gain, encouraging students to participate in fundraising activities for various charities. The curriculum is ambitious and well-structured, clearly outlining the knowledge and skills pupils should acquire. Teachers are generally well-trained to deliver this curriculum, but there are instances where learning activities do not effectively support information retention or the connection of new knowledge to prior learning. This gap affects some pupils' ability to build on their existing knowledge.
In key stage four, the revised curriculum's effectiveness is limited, as teachers' assessment strategies address gaps from previous weaknesses but do not foster a deep understanding of current learning. The school has robust processes for identifying pupils with additional needs, including those with special educational needs and disabilities. While teachers adapt their delivery to support these pupils, there are occasions when opportunities for independent application of knowledge are insufficient.
The sixth form benefits from teachers' expertise and enthusiasm, offering a range of academic and vocational courses tailored to individual needs, preparing students for future aspirations. The school effectively identifies pupils who struggle with reading, providing tailored support to enhance their fluency and confidence. However, some pupils lack enthusiasm for reading for pleasure, indicating a need for improved strategies to foster a love of reading.
Behavioral expectations are clearly communicated, and most pupils meet the high standards set. The school provides effective support for those struggling with behavior management, resulting in noticeable improvements since the last inspection. Attendance systems are also effective, ensuring regular school attendance.
The personal, social, health, and economic education curriculum is well-designed, engaging pupils in relevant discussions that prepare them for life in modern Britain. The school offers comprehensive careers guidance, helping pupils explore various career paths and make informed decisions about their future education and training.
Leadership capacity has grown at all levels, with governors participating in training to enhance their skills in supporting and challenging the school. The school has identified key priorities for further improvement in educational quality. Safeguarding arrangements are effective, ensuring a safe environment for all pupils.
To improve, the school must ensure that teachers select appropriate activities that deepen subject knowledge and address misconceptions. Additionally, the curriculum for key stage four needs to be more effective in equipping pupils with the necessary knowledge for future success. Strategies to foster a love of reading should also be enhanced to encourage wider reading habits among pupils. Overall, while the school demonstrates several strengths, targeted improvements are necessary to enhance the educational experience for all students.
