All Saints' Roman Catholic High School, located in Rawtenstall, Lancashire, underwent an inspection on April 30 and May 1, 2024. The overall effectiveness of the school was rated as requiring improvement, a significant decline from its previous inspection grade of good. The quality of education, behavior and attitudes, personal development, and leadership and management were all assessed as requiring improvement.
The headteacher, Francesca Lord, leads the school, which is part of the Romero Catholic Academy Trust. The trust is overseen by CEO Des Callaghan and a board of trustees chaired by Angela Ager. The school is characterized by a warm family atmosphere, with pupils appreciating the strong relationships they have with staff who prioritize their well-being. The school community is diverse, and pupils show respect for various backgrounds and cultures.
While there have been improvements in pupil behavior, particularly due to the identification and addressing of underlying issues, some older pupils still lack motivation and resilience in their learning. The school has made strides to enhance the curriculum, but the legacy of previous poor curriculum design has resulted in some pupils not achieving their full potential. Pupils with special educational needs and disabilities benefit from various extracurricular activities, including sports and music, which help develop their talents.
The school has a clear vision for improvement, and recent changes have positively impacted many areas. However, the implementation of new procedures has not been consistent across the school. The curriculum is broad and balanced, but in some subjects, it is still in the early stages of development, leading to variations in pupil achievement. Teachers possess secure subject knowledge and have opportunities to collaborate, but some struggle to effectively check pupil understanding, resulting in gaps in knowledge.
The school identifies pupils with special educational needs promptly and takes appropriate actions to support their participation in school life. However, these pupils also face the same curriculum weaknesses as their peers. The school has recently begun to enhance reading support, but older pupils still lack the necessary reading skills to access the curriculum effectively.
Staff feel supported in managing behavior and are visible during social times, promoting a calm environment. However, inconsistent expectations among staff regarding behavior management can lead to less positive behavior from some pupils. Attendance rates have improved, but high levels of absence remain a concern, impacting pupil achievement.
The school has developed a program to support pupils' wider development and prepare them for life beyond high school. Pupils engage with fundamental British values during form time, and they receive useful careers guidance, including interactions with local colleges. Staff enjoy working at the school and feel consulted on changes affecting them.
The safeguarding arrangements are effective, ensuring pupil safety and well-being. To improve, the school needs to clarify curriculum expectations in certain subjects, enhance strategies for checking pupil understanding, address attendance issues, and ensure consistent implementation of behavior policies. Additionally, support for pupils struggling with reading must be strengthened to help them overcome gaps in their skills. Overall, while the school has made progress, there are still significant areas that require attention to ensure all pupils achieve their potential.
