St Simon Stock Catholic School in Maidstone, Kent, has been recognized as a good school following its inspection on 12 and 13 October 2021. The school is characterized by a caring environment where pupils are encouraged to strive for their best. Teachers maintain high expectations, and pupils respond positively, demonstrating excellent behavior and a strong desire to learn. The school fosters a sense of community, with pupils getting along well and engaging in various activities during breaks, including sports and quieter options in designated areas.
The school emphasizes the importance of high aspirations, and this is reflected in the academic achievements across all key stages. Many students progress to the school's sixth form, where they develop greater independence and confidence, with a significant number continuing their education beyond school. The safety and welfare of pupils are prioritized, with leaders implementing measures to ensure that students feel secure and supported. Initiatives such as 'pillar boxes' allow pupils to communicate any issues they may face, ensuring they have access to necessary support services.
Leaders have effectively organized the curriculum, enhancing the knowledge and skills pupils acquire. Over recent years, there has been a thoughtful redesign of the curriculum, with subject leaders gaining a deeper understanding of effective teaching strategies. Teachers are knowledgeable and skilled in delivering complex concepts, and pupils benefit from precise questioning that aids retention of information. For instance, in geography, Year 13 students are encouraged to connect their current learning with prior knowledge from Year 11, while English teachers help students understand intricate language devices to improve their writing.
Despite the broad range of subjects offered, the proportion of pupils studying languages at key stage four has remained low compared to those studying geography and history. Leaders are aware of this and are taking steps to increase language enrollment, aiming to ensure more pupils engage with the English Baccalaureate subjects. Pupils exhibit mature behavior in lessons, remaining focused and attentive. Those requiring behavioral support receive assistance from specialized staff within the school's SEND base.
Teachers adapt their instruction to meet the needs of pupils with special educational needs and disabilities, ensuring they have access to the same curriculum as their peers. The school prioritizes reading, encouraging pupils to explore various literary genres. English lessons incorporate carefully selected texts that address significant social issues, enhancing pupils' understanding of topics like racism and inequality. Targeted support is provided for pupils who struggle with reading, particularly those with SEND.
Personal development is central to the school's ethos, with a robust PSHE program that addresses important life skills and social issues. Careers education is engaging and informative, providing pupils with insights into future opportunities. Staff well-being is also a priority, with leaders ensuring manageable workloads and fostering a positive working environment.
The safeguarding arrangements are effective, with staff well-trained in identifying and addressing potential risks to pupils. The school collaborates with external agencies to ensure comprehensive support for students. Overall, while the school excels in many areas, there is a need to increase the proportion of pupils studying the full range of EBacc subjects, particularly languages, to further enhance the educational experience.
