ALL HALLOWS CATHOLIC SCHOOL

 2008 VALIDATION REPORT - SUMMARY

  This report to the Bishop of the Diocese under Canon 806 of the Code of Canon Law is also the report to the governors of the school on religious education. For Catholic maintained schools, the report also fulfils the requirements of Section 48 of the Education Act 2005.

 

 

NAME OF SCHOOL

 

 

All Hallows Catholic School

 

ADDRESS

 

 

 

 

Weybourne Road

Farnham

GU9 9HF

 

CHAIR OF GOVERNORS

 

 

Tim Badley

 

HEADTEACHER

 

 

Elizabeth Lutzeier

 

NAMES OF VALIDATORS

 

 

 

Chris Richardson

Julie Oldroyd

 

DATES OF THE

VALIDATION VISIT

 

 

12th & 13th June 2008

       

Information about the school

 

 

Number of pupils on roll

 

 

1274

 

 

 

Number of boys

 

 

598

 

 

 

Number of girls

 

 

676

 

 

 

Number of statemented pupils

 

 

5

 

 

 

Percentage of Catholic pupils

 

 

71%

 

 

 

Number of teaching staff

 

 

80

 

 

 

Number of support staff

 

 

38

 

 

 

Percentage of Catholic staff

 

 

38%

  

 

All Hallows is a mixed comprehensive school, which serves the pastoral areas of North East Hampshire, Alton & Petersfield and South Berkshire in Portsmouth Diocese, as well as the deaneries of Guildford & Woking in the Diocese of Arundel & Brighton, plus the Bishopric of the Forces, based in Aldershot. Students come from diverse socio-economic backgrounds and a wide range of ethnic groups, although the majority are White British. The ability profile of students who join the school is above average and the percentage with learning difficulties is about average. The school enjoys excellent facilities including a chapel, sports hall and swimming pool.

 

The school’s effectiveness in providing Catholic education

 

All Hallows is an outstanding Catholic community. The positive Catholic ethos nurtures the intellectual, spiritual and moral life of the students. The engagement of the students with religious education (RE) and the standards that they attain, allow it to make a significant contribution to the overall quality of provision at the school.

 

a)  Key strengths of the school

 

·        The commitment to challenge, guidance and care makes the school’s mission statement a lived reality.

·        A strong Catholic leadership team provides a clear sense of identity and direction.

·        Students are enabled to share the fruits of their faith, both nationally and internationally, as a result of an outstanding outreach programme.

·        Behaviour is excellent. There is an atmosphere of trust and respect, which reflects the school’s stated commitment to Gospel values.

·        There is a positive attitude to prayer and worship, which form a regular part of the daily life of the community.

 

 b)  Key areas for development 

 

·        In the light of the bishops conference requirement that 10% of curriculum time be allocated to RE, the school should consider its existing provision at KS3.

·        Complete the planned integration of the role of chaplain in the life of the school.

·        Build on the current approach to self-review, by broadening still further the involvement of key stakeholders.

·        Continue to explore opportunities for KS4 and KS5 residential/retreat experiences.

 

 c)  Progress since the last validation

 

The school has made good progress in all areas since the last validation. There are still some residual issues, of which the school is aware, such as the allocation of time to RE at KS3 and the provision of retreat experiences for the older students.

 

d)  Summary of parents’ views of the school 

 

Three hundred and twenty three parent questionnaires were returned of which the overwhelming majority (69%) were positively supportive of all aspects of the school. The only area that a significant percentage (23%) of respondents were less positive about concerned the information given regarding sex and relationships education. If this particular area is excluded, then the percentage expressing support in all other areas rises to an impressive 84%.

 

 

SOURCES OF EVIDENCE FOR THE VALIDATION

 

 

As part of the validation process:

 

Two validators spent a morning in school, meeting with the headteacher and head of RE, discussing the school’s self-review report, touring the school and gathering documentary evidence.

 

Two validators carried out the validation during two school days.

 

During the validation days interviews and discussions were held with:

 

The headteacher;

Two governors;

The head of RE;

The deputy head responsible for student welfare;

Heads of years 9 and 10;

The special educational needs co-ordinator;

The school council;

An attached priest;

The chaplain;

The RE department.

 

Five religious education lessons were observed.

 

Two assemblies and two class prayers were observed.

 

A sample of students’ religious education books and folders was scrutinised.

 

Religious education resources were considered.

 

An analysis was made of the responses to the parental questionnaire.

 

Informal discussions were held with staff and students during the days.

 

Informal feedback was given to the senior leadership team at the end of the second day.

 

 

Conclusion

 

The validators would like to thank the headteacher, staff and students for their welcome and for the open approach adopted towards the validation process. They would also like to thank the RE department for their high level of co-operation and the chair of governors for his time and consideration.

 

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