Ravenshall School

Inspection of a school judged outstanding for overall effectiveness before September 2024: Ravenshall School Ravensthorpe Road, Thornhill Lees, Dewsbury, West Yorkshire WF12 9EE

p.1

Inspection dates: 20 and 21 November 2024

p.1

Outcome

Ravenshall School has taken effective action to maintain the standards identified at the previous inspection.

p.1

What is it like to attend this school?

At Ravenshall School, learning is an exciting adventure and pupils have an incredible journey every single day.

p.1

What is it like to attend this school?

The school empowers pupils in a caring, supportive manner. The pupils grow in confidence and produce amazing work in all curriculum areas. Staff have high aspirations for pupils that link to individual needs. Pupils’ enthusiasm to learn means their progress at the school is excellent.

p.1

What is it like to attend this school?

Behaviour and social interaction are the cornerstones of achievements in this exceptional school. The pupils enjoy being in the company of their peers. Behaviour that is kind and tolerant of others is commonplace.

p.1

What is it like to attend this school?

Pupils learn to communicate and play together. This helps build vital social skills. Pupils show great respect and kindness to each other and the staff. This helps ensure children learn in an environment with little disruption.

p.1

What is it like to attend this school?

The school takes great care in selecting clubs and activities to enrich learning. These include visits to the local community and ‘Wonderful Wednesdays’, which involve sports, crafts and life skills. These opportunities help to build pupils’ resilience.

p.1

What does the school do well and what does it need to do better?

The school has an extraordinary curriculum in place. Teachers weave deep subject knowledge into lessons that illuminate purposeful learning paths for every child. They use 20 and 21 November 2024

p.1

2

multisensory approaches that link with personal learning plans for pupils. For example, the bespoke individual support for pupils in personal development sessions ensures that they understand how to keep themselves safe online. The school tracks the progress of pupils and celebrates the improvement they make. This helps to ensure strong foundations for future success.

p.2

2

The staff know the pupils’ personal and academic needs extremely well. This supports the staff to develop sophisticated learning strategies across different subjects for pupils. Pupils make remarkable progress in reading, English, mathematics and personal growth. In the sixth form, students build on prior knowledge and take their studies to a new higher level. Sixth-form students enjoy the support and care that staff continue to offer.

p.2

2

Early reading is the highest priority in the school. Pupils learn to read and enjoy texts, magazines and books in the library. The school ensures that reading is accessible to all pupils. Teachers choose the books that pupils enjoy with great care. They enthuse, engage and build pupils’ vocabulary over time. Older pupils in the school use more complex vocabulary in lessons and their more informal chats. The school supports pupils with any reading needs in a caring way. Teachers use informed approaches to help every child develop strong reading skills. Staff are highly skilled at teaching phonics strategies.

p.2

2

Ravenshall creates an exceptionally positive and safe environment. Pupils feel supported and secure. The behaviour management approach focuses on positive reinforcement. The staff know their pupils deeply. Pupils show excellent self-control and respect for each other. The school uses various strategies like daily sensory circuits and emotional regulation techniques to effectively support pupils to cope throughout the day.

p.2

2

The school works with pupils and families to ensure attendance at school is strong. Systems in school allow staff to respond quickly and effectively to absences. The school engages with families through home visits, holiday activities and coffee mornings. The school’s work to connect with families has improved attendance across the school.

p.2

2

The school goes beyond academic learning to focus on personal growth. Pupils in all years engage in real-world experiences such as the ‘Raven’s Boutique’ enterprise. They earn awards and develop life skills as a result. The school creates learning opportunities that build pupils’ self-belief. Pupils develop a deep understanding of respect and community involvement. Partnerships with local sports teams and community groups provide real- world learning experiences. In class, pupils learn about different faiths and views. The school cultivates an environment where pupils feel safe and encouraged to help others. Pupils understand fundamental British values and show respect for different perspectives.

p.2

2

The school starts career preparation for pupils early. It focuses on building life skills and exploring potential pathways for the pupils. This helps pupils to understand the different career possibilities they have. Sixth-form students have a clear focus on their next step in learning and/or employment. Personalisation of career advice is a strength. 20 and 21 November 2024

p.2

3

School leaders create an education environment that prioritises individual pupil potential. They make strategic decisions in the best interests of children. In terms of continual school improvement, leaders have established excellent external partnerships to support them in developing innovative improvement strategies. These include professional development of staff and engaging with local and national initiatives to support the needs of the school.

p.3

3

The governing body fulfils its role with care and rigour. Governors offer challenge and support and are in step with the vision and ethos of the school. Leaders at all levels value the staff, who appreciate the care they receive. Through strong shared values and practice, leaders have maintained the exceptional performance of this successful school. Leaders are relentlessly focused on ensuring that staff training is tailored so that staff can meet the needs of the pupils in school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be outstanding for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in February 2019.

p.3

How can I feed back my views?

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. 20 and 21 November 2024

p.3

4

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

p.4

Further information

You can search for published performance information about the school.

p.4

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). 20 and 21 November 2024

p.4

form

Dates of previous inspection 12 and 13 February 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 Since the previous inspection, a new headteacher and a new chair of governors have been appointed.  The school uses no alternative provision.  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.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 20 and 21 November 2024

p.5

6

 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.  During the inspection, the inspectors met with the headteacher and senior leaders and spoke to staff.  The inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. They also spoke to some subject leaders.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interest first.  The lead inspector considered the responses to Ofsted’s online surveys for pupils and staff. He also reviewed the responses to the online survey for parents, Ofsted Parent

p.6

6

View.  The lead inspector also considered the views of pupils from meetings with groups of pupils from across the school. He also spoke to pupils informally about the school.

p.6

Inspection team

Richard Jones, lead inspector His Majesty’s Inspector

p.6

Inspection team

Steve Kernan Ofsted Inspector 20 and 21 November 2024

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7