Pupils with Special Educational Needs and Disabilities (SEND) at a secondary school in Southwark are not attending regularly enough, the education watchdog has found.
Notre Dame Catholic Girls’ School, which is part of St Oscar Romero Catholic Academy Trust, has been told it must improve attendance “rapidly”, particularly for “persistently absent pupils” and those with additional needs.
Ofsted inspectors judged five areas – achievement, attendance and behaviour, curriculum and teaching, inclusion, and leadership and governance – as ‘needs attention’; meanwhile personal development and wellbeing met the ‘expected standard’, following a visit on June 30.
A spokesperson for the Trust told the Local Democracy Reporting Service (LDRS): “Our priority as a Trust is to deliver the best possible education we can for all our pupils, both in lessons and through the extracurricular opportunities we offer.
“At Notre Dame Catholic Girls’ School our disadvantaged pupils typically achieve well. Pupils individual needs are always considered and we are proud that our disadvantaged pupils continue to outperform their peers nationally.”
The spokesperson went on to say they recognise there is more they must do to improve, especially in supporting those with SEND.
They added: “That is why we have already put measures in place, including a new SENCO team and a robust school improvement action plan to address the Ofsted outcomes. We will continue to keep parents updated on our progress.”
In a report published on September 8, Ofsted said while overall attendance is close to the national average and attendance for some groups of pupils is positive, attendance rates for other groups of pupils has “declined over time”.
Inspectors said while many pupils attend well, some pupils – including many with SEND – do not attend regularly enough. Inspectors went on to say the attendance for pupils with SEND has fallen over the past three years.
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As a result of poor attendance, inspectors said these pupils are missing out on “important learning and wider experiences”.
When assessing leadership and governance, inspectors said school leaders have a “clear and in-depth understanding” of the school’s strengths and areas of improvement.
However, attendance was again highlighted – along with inclusion – as a concern in this area. While leaders have recently introduced changes in these areas, inspectors said the impact of this work is not currently evidence for these pupils.
Achievement “varies” across the curriculum, though disadvantage pupils typically achieve well and outperform their peers nationally.
However, attendance was again found as a weakness that has lead to gaps in some pupils’ learning and achievement – which is reflected in national examination outcomes. In some subjects, pupils achieve below their peers nationally.
Inspectors said: “The achievement of pupils with additional needs is variable. Their achievement depends too much on the quality of teaching they receive and their attendance.
“Poor attendance of pupils with [SEND] has resulted in knowledge gaps which have not been addressed. This means a significant minority of pupils are not well prepared for their next stage of education, employment or training.”
Inspectors found leaders at the school prioritise pupils’ personal development, and have designed a programme with a range of meaningful opportunities.
There are dedicated lessons to help pupils learn about relationships, staying healthy, current affairs and the wider world. Pupils also receive high-quality careers advice, and learn about the different options available to them which include academic, technical and vocational opportunities.
Inspectors said: “Pupils know who they can speak to if they are worried. They receive effective support with their wellbeing. All pupils have a trusted adult they can speak to.
“Those who require additional support have access to a range of services, these include the school’s counsellor, Chaplain and learning mentors. This means that all pupils, including those with barriers to their wellbeing, feel supported and have a keen sense of belonging.”
Safeguarding standards are met at the school, meaning leaders and those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone’s responsibility.
Concerns are actively identified, acted upon and managed and as a result, pupils are made safer and feel safe.
Ofsted have advised leaders on ways they can improve the school, including ensuring pupils’ needs are identified “accurately and promptly” so timely support and adaptations reduce barriers to learning and attendance.
Leaders have been told they should refine their attendance strategy to tackle poor attendance, while they should ensure all staff understand the individual needs of pupils with SEND, and that staff know and consistently use the best strategies to help these pupils access the curriculum.
The school was last inspected by Ofsted in March 2024 and received an overall ‘requires improvement’ rating under the previous assessment system.
