St Michael's Catholic Grammar School

Inspection report

Inspection Report: St Michael's Catholic Grammar School, 13 February 2008

Introduction

The inspection was carried out by one of Her Majesty's Inspectors and an Additional Inspector.

The inspectors evaluated the overall effectiveness of the school and investigated the following issues: achievement and standards; teaching and learning; leadership and management; personal development and well-being and care, guidance and support. Evidence was gained from lesson observations, from discussions with leaders and students and from the evaluation of a range of documentation. Other aspects of the school's work were not investigated in detail but the inspectors found no evidence to suggest that the school's own assessments, as given in its self-evaluation, were not justified. These have been included where appropriate in this report.

Description of the school

St Michael's Catholic Grammar School is a smaller than average school with a collaboration at sixth form level with a local boys' Catholic comprehensive school. Selection to the main school is based on a commitment to the Catholic faith and academic aptitude. However, students in the sixth form are from different faiths.

The proportion of students eligible for free school meals is very low. Although a high proportion of students are from minority ethnic backgrounds, the majority are White British; other predominant groups are of White European, African and Indian heritage. Approximately a quarter of students speak English as an additional language, this is higher than the national average. Levels of attainment on entry are well above the national average. A very small proportion of students have learning difficulties.

The school was awarded specialist language college status in September 2006 and has a healthy schools award.

Key for inspection grades

Grade 1 Outstanding

Grade 2 Good

Grade 3 Satisfactory

Grade 4 Inadequate

Overall effectiveness of the school                                 Grade: 1

St Michael's is an outstanding school. As it celebrates its centenary this year, it continues to go from strength to strength. Standards are exceptionally high, amongst the highest found nationally, both at GCSE and A level, and continue to improve.

The headteacher and her deputy provide outstanding leadership. They, very ably supported by the senior leadership team, have a strong vision for the education of girls rooted in the Catholic faith, which contributes so much to the ethos of the school. Together they have created an environment which allows young women to fulfil their ambition and enable their talents to flourish in all aspects.

Girls are confident, motivated, articulate and astute. Their behaviour is excellent and attendance is high; they are considerate and very supportive of, and interested in, one another and their studies. Relationships between students and teachers are excellent. One student told inspectors, 'We are like one big family, everyone is made to feel equal.' Students are very aware of other cultures and get on well in the multi-cultural mix in the school. Senior leaders have been explicit in promoting equal opportunities and ensuring links are made with members of other communities.

As expected of these academically able girls, the proportion of students achieving A and A* grades is very high, particularly in English, drama, design and technology, humanities, religious studies and Spanish. Virtually all students achieve good GCSE passes in all the subjects they take. Achievement is outstanding and all groups, including those with learning difficulties, share in this success. The curriculum for those with learning difficulties is adapted, and support provided, to maximise their chances of being successful. Senior leaders use a range of data in their efforts to maintain the high standards students attain. A focus on measuring students' achievement against national rates of progress has been more recent and is helping to raise expectations even further.

Senior leaders have responded quickly in areas where achievement was not as strong, with impressive results. For example, targeted support in some science subjects at A Level brought about significant improvements in standards in 2007. They have accurately identified the need to raise achievement in mathematics and have put in place appropriate actions to do so. Subject leaders in mathematics have reviewed the curriculum and put in place strategies to accelerate progress, which are already delivering results. School data and inspection evidence lends confidence to the school's view that standards will be higher in mathematics this year.

There are robust systems in place to check the work of the school, these include departmental reviews and annual departmental self-evaluation. This process is further strengthened by the regular analysis of students' progress undertaken by senior leaders, which ensures no student is allowed to slip through the net. A strong feature of this thorough monitoring is that it dovetails pastoral and academic aspects of students' achievement. Students know how well they are doing, how well they should be doing, and how to improve. School self-evaluation is accurate and rigorous. It enables timely intervention in ensuring all aspects of the school's work are as good as the best. However, some students would welcome greater opportunity to have their views inform school improvement.

'Teaching is high quality with a good element of fun', a parent reported to inspectors. Teaching is indeed outstanding. Teachers have excellent subject knowledge and very high expectations. They use a wide range of teaching and learning techniques to engage and enthuse students. Teachers' questioning is skilful; it develops students' understanding of the subject matter and their reasoning skills. Regular opportunities for students to work collaboratively further enhance their learning and, as one noted, 'It gives us an opportunity to learn from students who we may not otherwise learn from'.  Learning through information and communication technology is a developing strength of the school. Students are very positive about the use of interactive whiteboards and report they also have regular opportunities to use them. They are very appreciative of the learning clinics on offer where they can get further help. Senior leaders are very aware of the strengths in teaching and where there is scope for improvement and intervene accordingly.

The overall curriculum provision and wide-ranging extra-curricular activities very effectively meet the needs and aspirations of students. The specialist language college status has enabled extensive opportunities to extend the curriculum. It has also benefited local primary schools and the local community by providing language classes for adults. There are numerous international visits and exchanges. Along with the opportunity to study several European languages, many students opt to study Japanese or Mandarin during their lunch breaks. Highly effective partnerships have been established with work-based learning providers and employers, which prepares these academically able students thoroughly for their future economic well-being. Healthy living and participation in sport and enrichment activities are encouraged and popular. The new sports hall, funded by the school's own community, will provide much needed facilities to enhance the sports offer.

Outstanding care, guidance and support contribute to students' excellent personal development and well-being.  Transition, both into school and into higher education, is well planned and students settle quickly and confidently. The school works in close partnership with support agencies to ensure any additional needs of students are met. There are few incidences of bullying, and when it occurs the vast majority of students are confident it is dealt with quickly and effectively. Opportunities for students' spiritual, moral, social and cultural development are extensive. As a Christian school, the development of spirituality is a high priority and a strength of the school. A well-organised religious education programme is very effective in helping young people to understand the role of faith in a diverse world. As a result, students learn to work with and value others, develop tolerance and understand the needs of others. Students undertake numerous responsibilities around the school and are excellent role models for each other. Through their fundraising efforts, significant sums of money are raised for charities.

Parents are very positive about the work of the school. Many wrote about the strengths of the school summed up by one parent's comment, 'My daughter has blossomed at this school in academic ability, character and confidence.'

Effectiveness of the sixth form                                       Grade: 1

Standards in the sixth form are exceptionally high and achievement is outstanding. The leadership and management of the sixth form are highly effective and have a very successful focus on raising achievement. Senior leaders have narrowed variation in standards between subjects to achieve the highest ever standards in 2007.

The outstanding care, guidance and support enjoyed by students in the main school continue in the sixth form.  Students especially appreciate the ready help and guidance they receive from teachers who inspire confidence through their expert subject knowledge. As a result, learning is enthusiastic and sharply focused. The school's specialist college status provides rich and diverse opportunities for sixth form students to learn many languages. Students benefit greatly from the opportunity of an international experience during which they can study or work abroad. The rigorous assessment and tracking of students' progress, followed up with effective action, contribute to their excellent achievement. Many speak of a determination to reach the challenging targets set by their teachers. The collaboration with a local boys' Catholic school ensures students are able to choose from a wide range of subjects. This, as well as many new students who join the sixth form from other schools, adds to the rich diversity in the student population.

What the school should do to improve further

* Enhance systems for self-evaluation to take greater account of students' views of the work of the school.  

	Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: www.ofsted.gov.uk.

 

 

 

 

Annex B

Letter to pupils explaining the findings of the inspection.

04 March 2008

Dear Students

Inspection of St Michael's Catholic Grammar School, London, N12 7NJ

I would like to thank you very much for the warm welcome you gave us when we visited your school recently. We valued the discussions we had with you and I would like to take this opportunity to share our findings. St Michael's is an outstanding school.

Your headteacher provides outstanding leadership which ensures you develop very successfully into confident, thoughtful and considerate young women. She is very well supported by senior leaders who ensure you receive excellent care, guidance and support. You were very positive about the teaching you receive and told us about the many opportunities the school provides for you, including clubs and international visits. Many people we spoke to told us about the excellent shows and concerts you put on. Your achievement in examinations is exceptional. Standards are amongst the highest found nationally and continue to improve both at GCSE and A levels.

We were particularly impressed with how well you get on together and support one another. The Catholic ethos contributes much to the work of the school and your development. Your behaviour is impeccable and you have very good understanding of other cultures and faiths, this is important. The focus on equal opportunities is a further strength of the school and contributes to the very positive relationships apparent to all.

In our discussions and observations, we were very impressed with how accurate and astute you were in your analysis of the school's strengths. We feel that senior leaders would benefit from enhancing the opportunities that already exist to use your views to improve the school even further.

We very much enjoyed visiting your school and I wish you and your school every success in the future.

 

Yours sincerely,

 

Asyia Kazmi

Her Majesty's Inspector

 

Description of School

St Michael’s is a Catholic voluntary aided grammar school catering for girls aged 11 – 18 with 730 pupils on roll.  The school is situated within the London borough of Barnet, although the girls come from a wide area of North London .  Entry to the school is determined by Catholicity in the first instance and then by ability.  The school is very popular and heavily over-subscribed.  All the pupils in Years 7 -11 are baptised Catholics. The ability profile of the pupils entering the school is well above average.  The proportion of pupils from minority ethnic backgrounds is above average. The proportion of pupils from homes where English is an additional language is much higher than the average.  To increase choice of courses within the Sixth Form, there is a reciprocal arrangement with Finchley Catholic High School , with pupils from both schools having access to courses at both sites.  There are 68 teachers in the school of which 33 (49%) are Catholic. Five teachers hold the Catholic Certificate of Religious Studies (CCRS) qualification.

Key for inspection grades

Grade 1: Outstanding;        Grade 2:Good;         Grade 3: Satisfactory;      Grade 4: Inadequate

Overall effectiveness of this Catholic school

St Michael’s Catholic Grammar School is an outstanding Catholic school. The school’s own detailed self-evaluation identifies its Catholic community life and the quality of religious education provision to be outstanding and the inspector agrees with this judgement.  Pupils flourish in a community that lives and celebrates its Catholic faith while pursuing the highest educational standards. This is the result of the exceptional quality of Catholic leadership and management at all levels in the school. Achievement and personal development are excellent.  In religious education pupils make outstanding progress in developing their knowledge, understanding and skills – appropriate to their age and capacity – to think spiritually, ethically and theologically and in their awareness of the demands of religious commitment in everyday life.

Grade 1

Improvement since the last inspection

The previous inspection highlighted the need to review the time allocation to religious education so as to meet the Bishops’ Conference requirement.  Some significant progress has been made in this area, particularly with regard to the Year 9 curriculum.  The appointment of the second-in-department within the religious education department demonstrates a commitment to improving the resources for the department to expand further.

Grade 2

The capacity of the school community to improve and develop

There is excellent capacity for the school community to further improve and develop notwithstanding its existing achievements. The senior management team are well aware of the dangers of complacency so the ‘continual struggle for improvement’ is a distinctive feature of the life of the school. The school’s self evaluation is thorough and accurate, enabling the school to focus on appropriate areas for development. This led the school to appoint a second-in-department for the religious education department as one way to improve the Key Stage 3 curriculum.

Grade 1

What the school should do to improve further

To review the religious education Key Stage 3 curriculum time allocation to bring it in line with the Bishops’ requirements and thus enable more curriculum time to be devoted to learning about and from other faiths.

The Catholic Life of the School

Leadership and Management

Governors and the senior management team have a very strong commitment to the tradition of Catholic education; aware that it is their duty to provide the very best possible Catholic educational experience for pupils.  They have a clear vision of Catholic education which is revisited regularly at many levels.  A particular example of outstanding practice is the annual pupil questionnaire that is deliberately linked to the stated outcomes of the mission statement.  Leaders are sensitive to the problem of complacency with such a high performing school and have put in place effective measures to continue to improve the educational experience for pupils; for example, governors have a cycle of visits to departments to give them a more precise understanding of the curriculum.  Pupils’ views are regularly taken into account and there is clear evidence that the school is responsive to pupil needs.  Pupils feel trusted and as a result there are high levels of mutual respect as well as many opportunities for pupils to take responsibility.   The pastoral curriculum is very effective; pupils experience excellent quality advice, support and care. There is a powerful community identity that has been carefully fostered; a recent past student of the school said “I felt that I did not go to St Michael’s but was part of St Michael’s”.

Grade 1

The Prayer Life of the School

Prayer and worship are central to school life. The opportunities provided are outstanding in range and quality; pupils speak highly of their experiences.  The Chaplain makes a very positive contribution to the prayer life of the school, ensuring that there is an effective sacramental life to the school.  Pupils receive regular Eucharistic experiences through a combination of class, and whole school Masses.  An outstanding feature of the prayer life of the school is the embedded cross circular approach to the planning and leading of worship.  The weekly whole school assembly is an important focus of the prayer life of the school, with a real strength being the level of pupil participation in the communal singing and prayers.   Acts of worship in the morning tutorial are characterised by a common ownership and collective reverence.  A pupil said “everyone takes responsibility for prayer.”  The school is adorned with a rich variety of Christian imagery that is very supportive of the prayer life of the school.  Collective worship makes an excellent contribution to the spiritual and moral development of the pupils.  The assembly programme could be developed further by making the themes relate more closely to the lectionary (the Church cycle of readings), thus providing another level of support to home, school and parish links.

Grade 1

How effectively does the school /college promote community cohesion?

The school mission statement embraces community cohesion and as such is widely shared and understood by the whole community. There is a commitment to ‘welcome the stranger’ through highly developed induction procedures for pupils, parents and staff.  Leaders consistently promote respect for difference, value diversity and ensure equal opportunities for all regardless of background.  Pupils demonstrate concern for the weak and vulnerable within and beyond their own community. Pupils raise money regularly for national and local charities, a recent example being for  CAFOD.  There is a strong tradition of community service in the Sixth Form, with girls doing voluntary work in the North London Hospice and visiting old people’s homes.  As a specialist Language College , the school has made a deliberate choice to work with four non-Catholic primary schools, to outreach into the wider community and help breakdown stereotypical barriers.  Pupils are provided with a breadth of experience, through the curriculum and enrichment programmes, that results in an attitude of respect for all, mutual understanding and integrity, enabling pupils to appreciate each others’ beliefs and values.

 Grade 1

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Religious Education

Achievement and Standards in Religious Education

The standards that pupils achieve in religious education are outstanding.   GCSE results have continued to reach the highest levels, particularly with the number of A*, and increasing numbers of pupils opting to take religious education at A level.  These are all clear indicators of the success of the department.  Assessment indicates that standards are well above the national average and compare very favourably with the very best in the country. Pupils gain knowledge, skills and understanding at a very good rate across all key stages. 

Grade 1

Teaching and learning in Religious Education

Pupils are extremely positive in their attitudes towards religious education and they behave very well in class.  Teaching and learning is consistently of good quality with high expectations of pupils.  The teachers’ very high levels of subject knowledge together with good planning and effective assessment ensures that work is very well pitched and suitably challenging for all pupils.  The standard of teaching is outstanding with a range of strategies and resources employed to engage and enthuse pupils in their learning.  Teachers consistently challenge pupils to think spiritually, ethically and theologically and to become aware of the demands of religious commitment in every day life.

Grade 1   

Quality of the Curriculum

The religious education curriculum provides good opportunities for the continuing spiritual and moral development of pupils.  Religious education has less than the required teaching time at Key Stage 3 and Key Stage 4.  The department follows the CTS scheme for Key Stage 3 based on the Bishops’ Conference ‘Religious Education Curriculum Directory for Catholic Schools’ (1996), which gives clear learning outcomes and assessment procedures.  More attention should be given to teaching and learning about other non-Abrahamic faiths.  At Key Stage 4 the department follows the OCR examination specification which covers the main requirements of the diocese.  There is an appropriate General Religious Education course that meets the needs of pupils in the Sixth Form.

Grade 2

Leadership and management of Religious Education

The Head of Religious Education provides excellent leadership. The departmental self evaluation and review of pupil performance is very comprehensive and accurate.  The management of staffing issues has been effective.  Learning resources and accommodation are of good quality and they are very effectively deployed to support pupils’ learning and attainment. Assessment, recording and reporting are implemented appropriately so that they impact extremely well on pupils’ attainment.