Inspection Reports
Compliance Report November 2019
A compliance only inspection stating only whether standards are met or not.
“The school meets the standards in the schedule to the Education (Independent School Standards) Regulations, 2014, the National Minimum Standards for Boarding Schools 2015, and relevant requirements of the statutory framework for the Early Years Foundation Stage and associated requirements."
Inspection Report October 2016
Educational Quality Inspection & Focused Compliance Inspection
“By the time they leave school, they are able to think critically, have high aspirations and a self-belief that there are few things that they cannot achieve.”
Interim Boarding Inspection January 2014
"Boarders are consistently helped by all school staff, who are well versed in policies arrangements for boarding induction and support."
Interim Report 2010
"St Catherine’s is highly successful in achieving its aim of providing an all-round education to prepare its girls to lead happy and fulfilling lives."
Inspection Report 2006
"To quote the Inspectors in their summing up: "Educational provision, in the full sense of those words, is outstanding because, above all, St Catherine's is a learning school in which a state of satisfaction with anything but the best is not on the agenda."
"2019 - At GCSE and A Level in the years 2016-2018 performance has been well above the average for maintained schools"
"2016 - The quality of pupils' academic and other achievements is excellent."
"2016 - Pupils' attitudes to learning are exemplary and they enjoy a strong rapport with their teachers and peers. Teachers create an ambience of encouragement in which learning thrives."
“Educational provision, in the full sense of these words, is outstanding because, above all, St Catherine’s is a learning school in which a state of satisfaction with anything but the best is not on the agenda.”
ISI 2006
'The strong focus on the value of the individual enables pupils to grow rapidly in self-esteem and confidence' ... .Pastoral care is excellent, based on the mutual respect between pupils and staff and the teachers’ very good knowledge and understanding of their pupils.’
ISI 2010
