Ofsted conducted a monitoring inspection of St John Fisher Catholic Voluntary Academy on June 11, 2024, following the school's designation of serious weaknesses after a graded inspection in November 2022. The purpose of this inspection was to assess the progress made by the school in addressing the identified weaknesses and to evaluate the quality of education provided to pupils. The inspection involved discussions with the headteacher, senior leaders, and the chief executive officer of the Trust, as well as a review of various documents related to safeguarding, attendance, and pupil behavior.
The inspection found that while progress has been made, further work is necessary for the school to no longer be classified as having serious weaknesses. Since the last inspection, the school has appointed new staff, including middle leaders, and has made additional appointments that were pending at the time of the inspection. The Trust has also appointed a new CEO. The focus of this visit was on the quality of education, attendance improvement, and support for pupils with special educational needs and disabilities.
The school has shown a commitment to improving attendance, resulting in positive outcomes for many pupils, particularly younger ones who now understand the importance of regular attendance. However, persistent absence remains an issue, especially among pupils eligible for the pupil premium, indicating a need for urgent action to ensure all pupils benefit from the education provided.
Efforts to enhance behavior standards have led to a reduction in classroom removals and truancy, creating a more conducive learning environment. Both pupils and staff have responded positively to these changes, although some pupils still struggle to meet behavior expectations, leading to suspensions that remain higher than desired. A new rewards system is planned to further support positive behavior.
The school has increased its focus on the quality of education, recognizing that improvements are still needed in certain subjects. Curriculum leaders are actively reviewing and refining plans to better align with the needs of the pupils. However, there are still gaps in the curriculum, particularly in subjects like design technology, where clearer expectations for knowledge and skills are required. Additionally, the approach to assessment lacks consistency, making it difficult for staff to track pupil progress effectively.
Historically, deficiencies in the curriculum and behavior issues have negatively impacted the quality of education, particularly for disadvantaged pupils. Recent improvements have allowed pupils to better retain and connect their learning, although feedback from staff can be inconsistent, hindering pupils' understanding of how to improve their work.
Leaders responsible for supporting pupils with special educational needs have made significant strides in addressing previous shortcomings. The identification and support processes for these pupils have improved, and staff have engaged in professional development to enhance their understanding of how to meet diverse needs. However, ongoing monitoring of the effectiveness of this support is essential.
The Trust continues to provide support through additional leadership and teaching staff in critical areas. While external guidance has not yet commenced, the school has established clear objectives aligned with its improvement priorities. The new CEO has a comprehensive understanding of the school's ongoing challenges and priorities, indicating a collaborative approach to future improvements.
