St Cecilia’s RC High School in Longridge, Lancashire, has been recognized as a good school following its inspection on 15-16 October 2019. The school fosters a positive environment where pupils enjoy attending and demonstrate respect towards their teachers and peers. They feel safe and report that instances of bullying are rare, with teachers effectively addressing any concerns that arise. The pupils are motivated and work diligently, driven by the high expectations set by their teachers. The leadership team is ambitious for the students' learning, although there are areas for improvement, particularly in the English curriculum, which lacks the breadth found in the national curriculum.
The school offers a variety of extracurricular activities, especially in sports and music, and students in Year 10 participate in the Duke of Edinburgh’s Award scheme. Each year group has the opportunity to reflect on their experiences and beliefs through retreats, and pupils actively engage in fundraising for charities. The school has an active pupil council that contributes to the development of policies, ensuring that students feel their opinions are valued.
Leaders and teachers have established a clear vision for learning that permeates the school. Continuous professional development is encouraged, allowing teachers to enhance their teaching practices through research and collaboration. In subjects like science and geography, the curriculum is well-structured to build on prior knowledge, with opportunities for revisiting learning to aid retention. Teachers provide tailored support to help all pupils succeed, particularly those who are disadvantaged or have special educational needs.
Despite the strengths in many subjects, the English curriculum does not reflect the same level of ambition. While students perform well in their GCSE examinations, the focus on English literature begins in Year 9, which limits the breadth of learning in Years 7 and 8. However, the proportion of pupils entering the English Baccalaureate is increasing, indicating a growing interest in language studies.
The special educational needs coordinator collaborates closely with primary schools to ensure that the needs of pupils with SEND are understood before they transition to secondary education. Teachers receive specific guidance to support these students effectively. Reading is emphasized across the curriculum, with all pupils encouraged to carry a reading book and participate in lessons that involve reading various texts, enhancing their understanding of different subjects.
Pupils exhibit good behavior and possess a strong sense of ethics, valuing respect for all individuals regardless of their backgrounds. The school provides opportunities for students to learn about responsible citizenship, including trips abroad that foster teamwork and confidence-building.
The leadership team is committed to creating a supportive community, with rare instances of exclusions. They prioritize the needs of pupils in decision-making processes. Staff express positive sentiments regarding the leadership's efforts to reduce workload and promote well-being, contributing to a trusting and valued environment.
The safeguarding measures in place are effective, with staff trained to recognize and report concerns promptly. Pupils are educated on maintaining their safety, particularly regarding social media and online interactions.
To further enhance the school, leaders are encouraged to develop the English curriculum to ensure it meets the depth and breadth of the national standards, providing all pupils with an ambitious learning experience.
