Midhurst Rother College

Inspection of Midhurst Rother College North Street, Midhurst, West Sussex GU29 9DT

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Sixth-form provision Outstanding Previous inspection grade Outstanding

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Overall effectiveness Outstanding

The principal of this school is Stuart Edwards. This school is part of United Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jon Coles, and overseen by a board of trustees, chaired by Dame Reena Keeble.

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Overall effectiveness Outstanding

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since May 2013. 8–9 May 2024

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What is it like to attend this school?

This school provides pupils with an exceptional education. It strives for ‘the best in everyone’ and has high academic ambitions for all pupils. This is reflected in everything that the school does. As a result, pupils achieve impressive academic success, reflected in their examination results.

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What is it like to attend this school?

Pupils conduct themselves in an exemplary manner. The school sets high expectations for pupils’ behaviour alongside offering high-quality pastoral support. Dedicated staff work tirelessly to create an environment where mutual respect and strong relationships are the norm. On rare occasions that conduct falls below expectations, adults deal with it swiftly. The school does not tolerate any form of bullying. Consequently, learning is rarely interrupted, and pupils feel safe in school.

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What is it like to attend this school?

The school's personal development programme is highly effective. The extended school day includes an enrichment programme that allows pupils to choose from a huge range of opportunities to develop their talents and interests or learn new skills. This includes lessons in Latin and Welsh, astronomy, cheerleading, chess, to name but a few. Pupils benefit from many opportunities to participate in the performing arts, sporting activities and other cultural experiences, including overseas. The school supports high numbers of pupils to engage with these opportunities.

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better?

The school has created a rigorous, broad, and highly effective curriculum. Learning has been carefully planned and sequenced in each subject so that knowledge and skills build logically from Year 7 to Year 13. The above-average proportion of pupils with special educational needs and/or disabilities (SEND) are supported to access the same broad offer as their peers. They achieve very well in a wide range of subjects and, as a result, are fully prepared for the next stage of their education, employment, or training.

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better?

Teachers provide a highly structured learning environment that ensures pupils are focused on their studies. Teachers carefully check pupils’ understanding of what has been taught, picking up on and addressing misconceptions. Pupils frequently revisit prior learning at the start of lessons, which helps them remember important knowledge. They are highly proficient in recalling what they have previously learned. Consistently high-quality teaching from staff who are experts in their subjects means pupils develop a deep understanding of the ambitious subject content.

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better?

The school has established a very positive reading culture. Pupils speak confidently and knowledgeably about various texts, poetry, and genres. Some pupils require additional help to improve their reading. These pupils receive timely and valuable additional support and catch up quickly with their reading.

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better?

Sixth-form students are very well prepared for adulthood. Along with following a broad academic curriculum, they learn how to study independently. Students 8–9 May 2024

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contribute to the school and grow their confidence when they take on leadership roles supporting younger pupils. The school has a comprehensive careers programme and engages with local employers to provide all year groups with meaningful experiences of the world of work. As a result, sixth-form students are remarkably well supported in considering their future options.

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The personal, social, health education (PSHE) curriculum is exceptionally well- planned to help pupils navigate the world around them. They learn how to look after their mental and physical health, about potential dangers such as county lines, and the importance of their digital footprint. They know how to seek help if needed, and they are confident that adults will support them effectively.

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Pupils’ behaviour is impeccable. There are clear, well-understood expectations. As a result, there is a calm learning environment. When pupils struggle, the school takes considered steps to support them. For some pupils, this includes carefully planned adaptations to their timetable, such as attending an alternative provision. Leaders use these approaches thoughtfully to support pupils in overcoming barriers to successful learning.

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The school is relentless in its support for pupils to achieve regular attendance. It has a deep understanding of the factors that prevent some pupils from attending as often as they could. Investment and support from the trust is supporting leaders in tackling these issues, so that all pupils can benefit fully from the high-quality curriculum on offer. This work is leading to improvement, with persistent absence declining over time. Nevertheless, the school remains determined to achieve further and rapid improvement in this area, keeping the effectiveness of its work under constant review.

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Leaders at all levels are relentless in their work to continue improving pupils’ achievements and experiences. Those with responsibility for governance support and challenge the school well, ensuring that the school maintains its high standards. The school gives staff exceptionally high-quality training and supports their well- being and workload. They feel valued and are all empowered to contribute to the highly effective culture that prevails across the school. As a result, staff are justifiably proud to work at this school and to serve the community.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection. 8–9 May 2024

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The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 8–9 May 2024

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provision

Number of pupils on the school roll 1156

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sixth form

Date of previous inspection 1 and 2 May 2013

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Information about this school

 Midhurst Rother College is part of United Learning Trust.  The school currently uses three registered alternative providers.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspector(s) carried out this graded inspection under section 5 of the Education Act 2005. 8–9 May 2024

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 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with school leaders, including the principal, senior leaders, and middle leaders. They also met representatives from the local governing board, the board of trustees, and the regional director from the trust.  The inspectors carried out deep dives in English, science, mathematics, art, languages and geography. For each deep dive, they discussed the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning, and looked at samples of pupils’ work. The inspectors also discussed the curriculum and provision for pupils with SEND.

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 To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, governors, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts the pupils’ interests first.

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Inspection team

James Stuart, lead inspector His Majesty's Inspector

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Inspection team

Owen McColgan Ofsted Inspector 8–9 May 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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