Corpus Christi Catholic College, A Voluntary Academy

Corpus Christi Catholic College is a school that has improved noticeably since its previous inspection in 2024. Inspectors found a calmer school where behaviour is better managed, lessons are generally free of disruption, pupils feel safe and pastoral support is strong. Attendance has improved year-on-year, although overall absence and persistent absence remain above national averages. The curriculum has been better sequenced in most subjects, teaching is more consistent, and support for weaker readers has been strengthened. The school's character curriculum and careers work also give pupils useful preparation for life after school. The main concerns are around achievement and inclusion. Pupils' attainment and progress in national examinations remain below national averages, particularly in mathematics, and disadvantaged pupils continue to have weak outcomes and a wide gap compared with non-disadvantaged pupils nationally. Support for pupils with special educational needs and/or disabilities outside the resourced provision is inconsistent, as is support for pupils who speak English as an additional language. Staff do not always respond promptly when pupils have gaps in their understanding, and oversight of pupil premium spending is not precise enough. The school is part of St Gregory The Great Catholic Academy Trust and includes a resourced provision for up to 22 pupils with severe learning difficulties. It serves a disadvantaged area with high proportions of pupils eligible for free school meals and pupils with SEN support. Safeguarding standards are met, governance and trust support are effective, and leaders are aware of the remaining priorities and have begun to address them.

Strengths

• Safeguarding standards are met and pupils feel safe.
• Behaviour has improved rapidly and the school culture is calm.
• Lessons are generally free of disruption and bullying is infrequent.
• Attendance has improved year-on-year with stronger systems and better understanding of barriers.
• Curriculum sequencing has improved in most subjects.
• Teaching is more consistent through common school-wide approaches.
• Support for weaker readers and literacy has been strengthened successfully.
• Pastoral support is high quality and staff-pupil relationships are excellent.
• The character curriculum prepares pupils well for life in modern Britain.
• Careers guidance, work experience and next-steps support are effective.
• Governance, trust and Diocese support provide appropriate challenge and oversight.
• Staff feel leaders consider their workload and wellbeing.
• Parents increasingly say they would recommend the school.
• Pupils in the resourced provision receive effective support and make appropriate progress.

Areas for Improvement

• Pupils' attainment and progress in national examinations remain below national averages.
• Mathematics attainment in particular still needs to improve.
• Disadvantaged pupils' outcomes remain weak and the disadvantage gap is wide.
• Support for pupils with SEND outside the resourced provision is inconsistent.
• Staff do not always know, share or regularly review strategies for pupils with additional needs.
• Support for pupils who speak English as an additional language is inconsistent.
• Staff do not consistently act on gaps in pupils' understanding before moving learning on.
• Attendance and persistent absence remain above national averages.
• Oversight of pupil premium spending is not precise enough.
• The extra-curricular offer needs widening, especially for disadvantaged pupils and those with SEND.
• Preparation for pupils' next steps in education, employment or training could be strengthened further.
• Staff have had less support on how best to meet the needs of pupils with additional needs.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Corpus Christi Catholic College, A Voluntary Academy attended 87.6% of sessions (the national figure for secondary schools was 91.6%). 34.1% of pupils were persistently absent, missing at least one session in ten (nationally 23.4%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 12.3% of pupils at Corpus Christi Catholic College, A Voluntary Academy were suspended at least once (nationally 7.3%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Corpus Christi Catholic College, A Voluntary Academy had 16.3 pupils for each teacher (the national figure for secondary schools was 16.7). Of its teachers in 2024–25, 15.3% were no longer at the school a year later (nationally 14.1%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 22.1% of pupils at Corpus Christi Catholic College, A Voluntary Academy were on SEN support (nationally 14.1%) and 4.5% had an education, health and care (EHC) plan (nationally 3.5%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded secondary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Corpus Christi Catholic College, A Voluntary Academy received £9,171 and spent £9,575 for each of its 844 pupils. It ended the year with a deficit of £270,000 (-£320 per pupil).

Across all 9 schools of St Gregory the Great Catholic Academy Trust, income was £7,921 and spending £7,973 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Leeds · Leeds local authority: places and applications

Corpus Christi Catholic College, A Voluntary Academy is part of St Gregory the Great Catholic Academy Trust, which runs 9 schools. The nearest others:

• St Augustine's Catholic Primary School, A Voluntary Academy Leeds
• Holy Rosary and St Anne's Catholic Primary School, a Voluntary Academy Leeds
• St Francis of Assisi Catholic Primary School, a Voluntary Academy Leeds
• Immaculate Heart of Mary Catholic Primary School, A Voluntary Academy Leeds
• St Urban's Catholic Primary School, a Voluntary Academy Leeds
• Sacred Heart Catholic Primary School, a Voluntary Academy Leeds
• St Paul's Catholic Primary School, a Voluntary Academy Leeds
• Christ The King Catholic Primary School, A Voluntary Academy Leeds

What is Corpus Christi Catholic College, A Voluntary Academy's Ofsted rating?

The latest Ofsted rating for Corpus Christi Catholic College, A Voluntary Academy is Needs attention, from an inspection in October 2026.

When was Corpus Christi Catholic College, A Voluntary Academy last inspected by Ofsted?

Corpus Christi Catholic College, A Voluntary Academy was last inspected in October 2026.

How many pupils does Corpus Christi Catholic College, A Voluntary Academy have?

Corpus Christi Catholic College, A Voluntary Academy has 784 pupils on roll.

What age range does Corpus Christi Catholic College, A Voluntary Academy cover?

Corpus Christi Catholic College, A Voluntary Academy for pupils aged 11 to 16.

What are Corpus Christi Catholic College, A Voluntary Academy's GCSE results?

In 2026 its average Attainment 8 score was 37.3, and 31% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is Corpus Christi Catholic College, A Voluntary Academy?

Corpus Christi Catholic College, A Voluntary Academy is at Neville Road, Leeds, West Yorkshire, LS9 0TT.