St Paul's Catholic High School Closed - academy converter March 31, 2013
Headteacher: Mr W A Daron
School holidays for St Paul's Catholic High School via Manchester council
Secondary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- Close date
- March 31, 2013
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 381566, Northing: 387565
- GPS coordinates
- Latitude: 53.385, Longitude: -2.2786
- Accepting pupils
- 11—16 years old
- Ofsted last inspection
- March 24, 2010
- Diocese of Shrewsbury
- Region › Const. › Ward
- North West › Wythenshawe and Sale East › Baguley
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Engineering (Operational)
- Learning provider ref #
- Piper Hill High School M232YS (110 pupils)
- Saint Paul's Catholic High School M232YS (848 pupils)
- 0.1 miles St Peter's Catholic Primary School M232YS (243 pupils)
- 0.2 miles Newall Green Primary School M232YH (652 pupils)
- 0.2 miles Newall Green Infant School M232YH
- 0.3 miles Mill House School M227GH
- 0.4 miles Newall Green High School M232SX (952 pupils)
- 0.4 miles Poundswick High School M229RH
- 0.4 miles Parklands High School M229RH
- 0.4 miles Manchester Enterprise Academy M229RH (532 pupils)
- 0.4 miles Newall Green High School M232SX
- 0.5 miles Greenbrow Infant School M232UE
- 0.5 miles Haveley Hey Infant School M229PL
- 0.5 miles Oldwood Junior School M221QY
- 0.5 miles Oldwood Infant School M221QY
- 0.5 miles Oldwood County Primary School M221QY
- 0.6 miles Haveley Hey Community School M229NS
- 0.6 miles Haveley Hey Community School M229NS (400 pupils)
- 0.7 miles South Manchester High School M229TH
- 0.8 miles Gresty Nursery School M225AU
- 0.8 miles Benchill Junior School M228EJ
- 0.8 miles Benchill Infants' School M228EJ
- 0.8 miles Poundswick Junior School M226BQ
- 0.8 miles Poundswick Infant School M221BQ
Ofsted report transcript
St Paul's Catholic High School
105579Unique Reference Number
2425 January 2007Inspection dates
Derek AitkenReporting inspector
This inspection of the school was carried out under section 5 of the Education Act 2005.
Firbank RoadSchool addressSecondaryType of school
Newall Green, ManchesterVoluntary aidedSchool category
Lancashire M23 2YS
1116Age range of pupils
0161 437 5841Telephone numberMixedGender of pupils
0161 498 2030Fax number746Number on roll (school)
Mr Tommy JudgeChairThe governing bodyAppropriate authority
Mr Wiktor DaronHeadteacher
23 November 2005Date of previous school
Inspection numberInspection datesAge group
2943112425 January 20071116
© Crown copyright 2007
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that
the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must
provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost
of reproduction may be made for any other copies supplied.
Inspection Report: St Paul's Catholic High School, 2425 January 2007
The inspection was carried out by four Additional Inspectors.
Description of the school
This smaller than average school provides education and care for students, mainly
from Catholic families, in an area of some social disadvantage in South Manchester.
There is a diversity of minority ethnic groups in the school, although students are
predominately White British. The number of students for whom English is an additional
language, and who are at an early stage of learning English, is growing. Three tenths
of students have learning difficulties and/or disabilities. The proportion of students
entitled to free school meals is well above average. The school has a wide range of
partnerships with educational establishments, especially Catholic schools and colleges
in the locality.
Key for inspection grades
1Inspection Report: St Paul's Catholic High School, 2425 January 2007
Overall effectiveness of the school
In accordance with section 13 (5) of the Education Act 2005, HMCI is of the opinion
that the school no longer requires significant improvement. Inspectors agree with the
school's judgement that it is now satisfactory. Its strengths lie first and foremost in
the high quality of leadership by the headteacher, supported well by his two deputy
headteachers, and the pastoral care provided by the staff. The school evaluates
leadership and management to be satisfactory but inspectors judge it to be good.
From a starting point of below average attainment on entry to the school students
make satisfactory progress and, by the time they reach Year 11, standards remain
below average. This satisfactory progress is due to steady improvements in the quality
of provision. This is reflected in students' attendance, which is now average as a result
of strenuous efforts to improve it. Most students feel safe, relationships with adults
are good and behaviour has improved. These factors enable students to concentrate
better on their learning and ensure more consistent progress. The school's new
monitoring system identifies underachievement earlier and directs effective strategies
to address it. Although standards are rising there is scope for further improvement,
especially in Key Stage 4.
Students' personal development is satisfactory. The unwillingness of a significant
number to become more actively involved in lessons and the lack of opportunities they
have to learn independently hinder their progress. However, an increasing proportion
of the teaching is good, contributing to the development of students' basic skills.
While teachers do not use assessment information consistently well to plan to meet
the needs of all learners, students with learning difficulties and/or disabilities are
supported effectively by teaching assistants.
The curriculum is satisfactory. Improvements have been made to providing courses
better suited to the needs of lower attaining students in Key Stage 4. Opportunities
for other students to boost their achievement by following a wider range of vocational
courses are limited. Students are well looked after and there are effective systems to
ensure new entrants, for example those of Polish origin, settle in quickly. Students
know their targets but, because marking is inconsistent and they are not fully involved
in the assessment of their learning, they do not always know how to improve their
work. The school listens to the views of students and parents and engenders a spirit
of common purpose, but there are few opportunities for students to contribute directly
to the work of the school. Most parents and carers are happy with the standard of
education their children receive. The increasing effectiveness of leadership and
management has been the key to securing better outcomes for students. The most
important priorities have been established and implemented well. The school has an
accurate view of its strengths and weaknesses. Partnerships with educational and other
establishments are effective. Improvement since the last inspection has been
satisfactory. In view of the increased stability and quality at all levels of staffing, the
capacity for further improvement is good. The school offers satisfactory value for
2Inspection Report: St Paul's Catholic High School, 2425 January 2007
What the school should do to improve further
- Raise standards in Key Stage 4 and ensure all students achieve as well as they can.
- Ensure all teachers make the best use of assessment data to plan work to meet
the needs of all students.
- Involve students in the assessment of their learning so that they understand how
to improve their work.
- Increase the range of vocational courses in Key Stage 4 to meet the needs of all
- Widen the range of opportunities students have to contribute to the work of the
school in order to enhance their personal development.
Achievement and standards
From below average attainment on entry to Year 7, students make satisfactory progress
across the school and reach below average standards by the time they leave. In 2005
standards in Years 9 and 11 were well below average, indicating that these students
made insufficient progress. The overall trend in standards over four years in English,
mathematics and science is upwards. In 2006, attainment at the end of Year 9 at both
Level 5 and Level 6 rose significantly and challenging targets were met. Although there
was little improvement in the numbers gaining five or more higher GCSE grades in
Year11, results overall continued to improve and the percentage of students gaining
alternative qualifications at Level 2 in English and mathematics doubled. There was a
marked increase in the proportions of students gaining pass grades. Only two students
left without gaining at least one GCSE grade. Students with learning difficulties and/or
disabilities receive good support that ensures they achieve in line with the other
Personal development and well-being
Most students enjoy school and are developing a growing sense of loyalty towards it.
This is in no small part due to the efforts of teachers, the school counsellor and learning
mentors. Relationships are warm and the staff are good role models. Students behave
satisfactorily both in lessons and at break-time. Attendance is below average but the
school has raised the attendance rate considerably over the last year and met its target.
Punctuality to school and to lessons has also improved but still remains an issue,
particularly for older students. The spiritual, moral, social and cultural development
of students is satisfactory. They willingly support a range of charities, including those
which sustain lives in Africa, but have fewer opportunities to develop initiative and
responsibility in the school community. Students' response to encouragement to adopt
healthy life styles is mixed. They participate well in the wide range of sporting activities
but some prefer less healthy eating options.
3Inspection Report: St Paul's Catholic High School, 2425 January 2007
Quality of provision
Teaching and learning
The quality of teaching and learning is satisfactory. In the best lessons students rise
to the challenge of high expectations and a brisk pace, following the good example
set by teachers' expertise. Questioning is skilled in developing students' understanding.
Routines are clear and well established. Less effective lessons provide fewer
opportunities for students to work independently or to reflect on their learning.
Information on students' progress is not used consistently enough to match work to
their needs. On a few occasions expectations of students are weak and this leads to
a lack of motivation. Teaching assistants work effectively to support students with
learning difficulties and/or disabilities. Effective work is done in the Year 7 'nurture'
group to reinforce the basic skills of those students who have found the transition to
secondary school challenging. The increased proportion of good teaching reflects the
decisive action taken by leaders.
Curriculum and other activities
The curriculum meets statutory requirements and makes a satisfactory contribution
to students' progress. The school places strong emphasis on developing students'
literacy skills and this is helping to improve their learning in other subjects. Work-related
learning for all is at an early stage of development. For some students in Key Stage
4, this provision is developing rapidly and they are gaining a good range of employment
skills. Work experience is also effective in equipping all Year 10 students with skills
useful for their later working lives. Although the option system enables nearly all
students to secure their first choice of courses in Year 10, the school has a limited
range of vocational courses available to all students. A lack of learning resources
restricts their achievement in technology. Students' personal development is supported
by a good range of enrichment activities that include sport, the arts, and residential
Care, guidance and support
The quality of care, guidance and support is good. Health and safety procedures,
including child protection, are in place and risk assessments are regularly reviewed.
Students are well supervised and arrangements for helping those who join the school
during term-time to settle in have improved. This is reflected in the increased quality
of support for students with English as an additional language. Other groups of
vulnerable students, including those at risk of exclusion, receive sensitive help. Close
partnership with feeder primary schools promotes continuity of care and ensures that
students make a good start in Year 7. Students are well guided about future subject
and career options. Most feel safe and believe there is someone to turn to if they have
4Inspection Report: St Paul's Catholic High School, 2425 January 2007
a problem. They say, 'Teachers care about our education.' The new system to track
students' progress is a useful tool for school managers and has raised expectations
amongst both teachers and students but is not yet fully embedded in the work of the
school. Students are aware of their targets but do not get enough clear guidance on
how to improve.
Leadership and management
Leadership and management are good. The headteacher and deputy headteachers
give very clear direction and have created a common sense of purpose amongst staff.
The school's managers are now succeeding in raising attainment and achievement
through improved teaching and learning and by establishing higher aspirations for
students. Performance management procedures are in place and the school monitors
teaching and learning accurately, with appropriate support being available where
needed. Middle leaders are increasingly effective in ensuring that students work
towards their targets. The school acknowledges that a few middle leaders are initiating
change less successfully than others and steps are in hand to ensure that the best
practice is consistently applied across the school. Leaders at all levels know the school's
strengths and areas for development and work hard to overcome the barriers to
achievement. The school is striving to raise standards through a range of well-planned
initiatives. However, some of these are at an early stage and their full impact in relation
to students' results have yet to be fully realised. Governors provide a good balance of
support and challenge for the school. They are well informed and are committed to
the success of the school.
5Inspection Report: St Paul's Catholic High School, 2425 January 2007
Any complaints about the inspection or the report should be made following the procedures
set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s
6Inspection Report: St Paul's Catholic High School, 2425 January 2007
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4
How effective, efficient and inclusive is the provision of education, integrated
care and any extended services in meeting the needs of learners?
How well does the school work in partnership with others to promote learners'
2The effectiveness of the school's self-evaluation
2The capacity to make any necessary improvements
Effective steps have been taken to promote improvement since the last
Achievement and standards
3How well do learners achieve?
reached by learners
How well learners make progress, taking account of any significant variations between
groups of learners
3How well learners with learning difficulties and disabilities make progress
Personal development and well-being
How good is the overall personal development and well-being of the
3The extent of learners' spiritual, moral, social and cultural development
3The behaviour of learners
3The attendance of learners
3How well learners enjoy their education
3The extent to which learners adopt safe practices
3The extent to which learners adopt healthy lifestyles
3The extent to which learners make a positive contribution to the community
How well learners develop workplace and other skills that will contribute to
their future economic well-being
The quality of provision
How effective are teaching and learning in meeting the full range of the
How well do the curriculum and other activities meet the range of needs
and interests of learners?
2How well are learners cared for, guided and supported?
Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly
below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
7Inspection Report: St Paul's Catholic High School, 2425 January 2007
Leadership and management
How effective are leadership and management in raising achievement
and supporting all learners?
How effectively leaders and managers at all levels set clear direction leading
to improvement and promote high quality of care and education
How effectively performance is monitored, evaluated and improved to meet
How well equality of opportunity is promoted and discrimination tackled so
that all learners achieve as well as they can
How effectively and efficiently resources, including staff, are deployed to
achieve value for money
The extent to which governors and other supervisory boards discharge their
Do procedures for safeguarding learners meet current government
NoDoes this school require special measures?
NoDoes this school require a notice to improve?
8Inspection Report: St Paul's Catholic High School, 2425 January 2007
Text from letter to pupils explaining the findings of the inspection
We visited your school last week to find out how well you were learning. Thank you for making
us welcome and being helpful when we asked you questions. This is what we found.
We judge that you are now receiving a satisfactory education, as the school has made many
recent improvements. Much of this is down to the good teamwork of the staff, well led by the
headteacher and his senior colleagues. The staff also care for you and support you well. We
were impressed by how well you get on with them.
You have also played your part in making things better. You are realising that coming to school
more regularly gives you a better chance of making the progress you should in lessons and sets
you up better to pass exams. You are setting higher standards for yourselves in your behaviour,
which is helping you concentrate more on your work. We have asked the staff to ensure that
these positive developments continue and to work hard to ensure the standards you achieve
are higher still.
We have asked the headteacher to do four other things to help you achieve better. Firstly, to
make sure teachers plan work in lessons that is at the right level for each and every one of you.
We also think it is important that teachers involve you more in the assessment of your work to
help you learn more quickly. You can help by regularly checking how well you are doing and
by telling your teachers if you are not sure how to improve your work. We believe that all of
you in Years 10 and 11 should have access to a wider range of vocational courses. Finally we
have suggested that you are given more opportunities to develop your self-confidence by
contributing to the work of the school more. You can do your bit by being more willing to
answer questions in lessons and assemblies.
Thank you for helping us with the inspection of your school. We hope you will help your teachers
make St Paul's an even better place to be.
9Inspection Report: St Paul's Catholic High School, 2425 January 2007