Corpus Christi Catholic College, located in Leeds, West Yorkshire, underwent an inspection on March 12 and 13, 2024, and received an overall effectiveness rating of Requires Improvement. The school, which is part of the St Gregory the Great Catholic Academy Trust, is led by Principal James O’Doherty. The inspection highlighted several areas needing improvement, including the quality of education, behavior and attitudes, personal development, and leadership and management.
The school is described as a welcoming environment where students feel safe and supported. Most students report having an adult they can approach with concerns, and the pastoral care provided is valued by both parents and pupils. However, issues with bullying were noted, with some students feeling that the school does not always address these incidents effectively. Following a decline in academic performance, the school has initiated steps to improve educational standards, although there are concerns regarding inconsistent expectations for behavior and learning across different lessons.
The curriculum has been recently revised to include a new key stage three mastery curriculum aimed at providing a challenging and aspirational educational experience. While some departments have made significant progress in implementing this curriculum, others are still in the early stages. The school offers a broad curriculum that benefits all students, including those with special educational needs and disabilities. However, the implementation of the curriculum varies, and there are gaps in how well teachers assess and respond to students' understanding, leading to inconsistent academic achievement.
Pupils have access to a variety of extracurricular activities, including sports, drama, and leadership opportunities through roles such as prefects and school council members. This involvement fosters a sense of pride and belonging among students. The school has also made strides in supporting pupils with reading difficulties by implementing a phonics program and appointing a new leader for reading and literacy.
Despite having a clear behavior policy, the inconsistent application of this policy by some staff has resulted in mixed messages regarding expectations. Low-level disruptions and disengagement are not always adequately addressed, and there are instances of derogatory language among students. Attendance remains a concern, particularly among disadvantaged pupils, although the school has begun to implement more robust tracking systems to improve attendance rates.
The school provides a comprehensive personal, social, health, and economic education curriculum, but the depth of understanding regarding different world religions and British values varies among students. Recent improvements in careers provision have allowed pupils to engage with local employers, enhancing their understanding of future opportunities.
The leadership team has recently been fully established, which has contributed to the ongoing improvements within the school. However, the vision for the quality of education is not yet fully realized. Staff express pride in their work and appreciate the support they receive, although some suggest that communication from leaders could be improved. The board of trustees and governors possess a clear understanding of the school's strengths and areas for development.
The safeguarding arrangements at the school are effective, ensuring that pupils are protected and supported. The inspection concluded that while the school has made progress, significant work remains to ensure consistent application of policies, effective curriculum implementation, and improved attendance to enhance overall student achievement.
