St Philip Howard Catholic Voluntary Academy, located in Glossop, Derbyshire, underwent an inspection on October 5 and 6, 2021, and received an overall effectiveness rating of good. The school has made significant improvements since its previous inspection, which rated it as requiring improvement. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated as good.
Pupils express pride in attending the school, demonstrating kindness and respect towards one another. They feel supported by staff who are committed to their success, particularly in light of challenges posed by the COVID-19 pandemic. The school environment is calm and orderly, with established routines that facilitate learning. Pupils appreciate the rewards system for positive behavior and report that bullying is not a concern, feeling safe and confident that staff will address any issues promptly.
The school actively engages with the local community, with pupils participating in initiatives such as supporting a care home and fundraising for various charities. A wide range of extracurricular activities is available, including sports, music, art, gardening, and cooking clubs, which many pupils take advantage of. Parents and carers have overwhelmingly positive views of the school, highlighting the transformative leadership that has fostered a nurturing and aspirational environment.
Leaders have successfully united the school community around strong values that prioritize the best interests of each pupil. The curriculum is ambitious and broad, ensuring that all pupils, including those with special educational needs and disabilities, have access to the same learning opportunities. The curriculum is designed to build on prior knowledge and aims for ambitious end points, with most pupils achieving well across subjects.
Teachers generally make effective pedagogical choices and utilize their subject expertise to assess pupils' understanding before progressing. However, there are inconsistencies in curriculum delivery across subjects. In Year 7 mathematics, for instance, pupils do not start with sufficient momentum, and in science, gaps in knowledge are not always addressed effectively, leading to some pupils underachieving.
Support for pupils struggling with reading is well-implemented, fostering confidence and fluency. However, initiatives to promote a love of reading across the curriculum are still developing, with the library needing a wider variety of texts. Most pupils attend regularly and exhibit positive behavior, with staff providing additional support for those needing help with attendance or behavior.
The school offers numerous opportunities for pupils to develop their skills and character, encouraging responsible citizenship and respectful discourse. While the personal development curriculum is being implemented, some aspects lack coherent planning. The careers education provision is robust, although recent opportunities for work experience have been limited.
The trust and local governing body provide strong support and challenge to school leaders, who prioritize staff well-being and workload. Safeguarding arrangements are effective, with staff trained to identify and report concerns promptly. Pupils are educated about local risks and mental health, ensuring they have access to support when needed.
To improve further, leaders must ensure consistent high-quality curriculum implementation across all subjects and enhance the coherence of personal development programs. Addressing these areas will help the school continue to build on its successes and provide an excellent educational experience for all pupils.
