St John Fisher Catholic Academy in Harrogate, North Yorkshire, was inspected by Ofsted on December 13 and 14, 2022. The school received an overall effectiveness rating of good across all areas, including the quality of education, behaviour and attitudes, personal development, leadership and management, and sixth-form provision. This was the first inspection since the school converted to an academy in December 2021, following a long gap since its predecessor school was last inspected in 2006.
Pupils at St John Fisher value their education and are well-prepared for future educational or vocational opportunities. The curriculum is designed to align with the school's mission of educating for life, and leaders maintain high expectations for student achievement. Pupils demonstrate considerate and mature behaviour, taking pride in their uniforms and celebrating their achievements in assemblies. However, some pupils feel that positive behaviour could be recognized more frequently by school leaders.
The school has made improvements in response to pupil concerns, enhancing areas where students previously felt uncomfortable. This has contributed to a sense of safety within the school environment. Pastoral staff are appreciated for their support, and bullying is addressed promptly when reported. The school offers a rich array of extracurricular activities, with sixth-form students actively participating in leadership roles and supporting younger pupils.
The curriculum is carefully designed, allowing pupils to build on their prior knowledge and engage in increasingly complex tasks. Teachers regularly assess understanding and reinforce important concepts. While the curriculum is ambitious, leaders are working to deepen the study of certain topics, such as the Holocaust in history, for younger students. Recent training has improved teachers' understanding of special educational needs and disabilities, although there is variability in the support provided to pupils with different needs. Some pupils with dyslexia report inconsistent experiences regarding the support they receive.
Reading support is effectively delivered to those who need it, with prompt identification of pupils facing reading difficulties. The sixth form offers a broad curriculum and a variety of extracurricular opportunities, with students expressing satisfaction with the academic and pastoral support they receive. All students progress to ambitious destinations after completing their studies.
Behaviour standards have improved due to a new policy, although some older pupils feel that the messages regarding behaviour expectations can be overly negative. The school provides numerous opportunities for pupils to develop their character, including debates on ethical issues and a range of clubs and activities. Communication with parents has been identified as an area for improvement, with some parents feeling that their concerns are not addressed promptly. Leaders are encouraged to engage more effectively with parents, particularly those of pupils with special educational needs.
Safeguarding arrangements are effective, with leaders monitoring data and trends to inform staff training. Regular discussions with pupils about safety risks and visits from external agencies enhance their understanding of potential dangers. Overall, while the school demonstrates many strengths, there are areas for improvement, particularly in the consistency of support for pupils with special educational needs and in communication with parents. The school is on a positive trajectory, with leaders committed to ongoing development and improvement.
