St John Fisher Catholic College, located in Newcastle Under Lyme, Staffordshire, underwent an inspection on December 13 and 14, 2023. The overall effectiveness of the school was rated as requiring improvement, with similar ratings for the quality of education, behavior and attitudes, and leadership and management. However, the personal development and sixth-form provision were rated as good. The headteacher, Garrett Murray, leads the school, which is part of the Christ the King Catholic Collegiate Multi Academy Company, overseen by CEO Theresa Madden and a board of directors chaired by Gillian Regan.
The inspection revealed that while many pupils are happy at the school, their educational experiences vary significantly, leading to frustration among some students. The quality of education is inconsistent, and leaders are still working to ensure uniform standards of behavior. The sixth form stands out as a strength, with a curriculum delivered to a consistently high standard, and students appreciate the guidance they receive regarding their future paths.
Leaders have made efforts to improve behavior, but inconsistencies remain, with lessons sometimes disrupted by poor behavior. Pupils feel safe and know they can talk to trusted adults if they have concerns. While social behavior is generally good, punctuality is still an issue for some students. The school offers a variety of extracurricular opportunities, including The Duke of Edinburgh’s Award and various clubs, which pupils value.
The report highlighted that the quality of education is too variable. Although the curriculum is carefully planned for most subjects, the key knowledge that pupils need to learn is not always clearly defined. Additionally, pupils lack sufficient time to study creative subjects in key stage three. While pupils learn well when teachers set ambitious tasks, there is a lack of effective checks on understanding, leading to persistent gaps in knowledge. The school has begun to develop reading support, but older pupils who struggle with reading have not received sufficient help.
In the sixth form, the curriculum is more effectively designed and delivered, with teachers checking for understanding and adapting lessons accordingly. Despite low published outcomes, leaders have worked to secure a higher quality of education for these students. Pupils with special educational needs and disabilities have their needs accurately identified, but inconsistencies in support for those without education, health, and care plans mean that some do not achieve as well as they could.
Leaders have set new expectations for behavior based on the values of The Fisher Way, but inconsistencies in enforcement remain. Attendance is high, and leaders have built positive relationships with families to encourage regular attendance, although some pupils still miss too much school. The school’s personal development curriculum is comprehensive, covering important topics and providing various extracurricular opportunities that enhance pupils' understanding of future prospects.
However, the report noted that governors and directors have not secured consistent improvements in key areas since the last inspection. Leaders lack a fully accurate evaluation of the quality of provision, partly due to insufficient support and training for staff. The safeguarding arrangements are effective, ensuring pupils' safety and well-being. To improve, the school needs to ensure that all teachers effectively use assessment to identify knowledge gaps, provide adequate reading support for all pupils, and consistently apply the behavior policy. Additionally, governors must support and challenge leaders more effectively to enhance the quality of education across the school.
