Blessed John Henry Newman Roman Catholic College in Chadderton, Oldham, underwent an inspection on May 17 and 18, 2023, and received an overall effectiveness rating of Requires Improvement. The school, which serves students aged 11 to 16, has a total enrollment of 1,516 pupils and is categorized as a voluntary aided secondary comprehensive school. The inspection highlighted several areas of concern, particularly regarding the quality of education, behavior and attitudes, personal development, and leadership and management, all of which were rated as requiring improvement.
Pupils generally feel well cared for and safe at the school, with many expressing enjoyment in attending. Leaders have set high expectations for behavior, and recent changes to behavior management systems have led to some improvements. However, inconsistencies in the application of these strategies by teachers have resulted in issues such as tardiness and low-level disruptions in classrooms, which can hinder the learning experience for some students. While incidents of bullying are typically addressed promptly, there are reports of derogatory language and homophobic comments not being consistently managed.
The school has ambitious goals for its pupils, leading to improvements in certain curriculum areas. However, the curriculum lacks breadth and ambition in some subjects, resulting in uneven achievement among pupils. Many students appreciate the variety of extracurricular activities available, which help them develop confidence and social skills. The school has made reading a priority, with effective support programs in place for those struggling with literacy.
Leaders have recognized the need to address weaknesses in curriculum design and are making progress in some subjects. However, the delivery of the curriculum remains variable, and there is a need for more effective training and support for teachers to ensure consistent implementation. The school has also prioritized the identification and support of pupils with special educational needs and disabilities, ensuring they have access to the same curriculum as their peers.
Despite the challenges, most pupils demonstrate a desire to succeed, and many exhibit good behavior. However, disruptive behavior from a minority of students continues to affect the learning environment. Leaders are working to improve behavior management systems, but consistency in their application remains a concern. Attendance is generally good, although some pupils are frequently late to lessons, impacting their engagement.
The school has organized events to broaden pupils' understanding of career options, but there is a need for a more comprehensive approach to teaching British citizenship and personal, social, emotional, and health education. The effectiveness of the PSHE curriculum is limited, leaving some pupils unprepared for life in modern society.
Leaders and governors are actively addressing the challenges faced by the school community and have made significant changes to improve leadership. However, variability in leadership quality exists at different levels. Staff recognize the efforts made to support their well-being and workload.
The safeguarding arrangements at the school are effective, with leaders collaborating with relevant authorities to ensure pupil safety. Staff receive training to identify and respond to risks, and pupils are educated on safety issues through various initiatives.
To improve, the school must ensure that the curriculum is well-designed, ambitious, and broad, allowing all pupils to achieve their potential. Consistent application of behavior management strategies is essential to minimize disruptions and enhance the learning environment. Overall, while there are positive aspects to the school, significant work is needed to address the identified areas for improvement.
