Rainford High School

Rainford High School

Address: Higher Lane, Rainford, St Helens, Merseyside, WA11 8NY Unique reference number (URN): 144327

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Overall, pupils achieve well, with attainment at the end of key stage 4 in line with national averages. Outcomes for disadvantaged pupils and those with special educational needs and/or disabilities (SEND) have improved over time, with gaps narrowing. On the whole, pupils recall prior knowledge well and apply their learning to new content across a range of curriculum subjects.

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Achievement Expected standard

Pupils’ foundational knowledge, such as handwriting and spelling, improves over time. Pupils who find reading difficult receive effective support to become confident and fluent readers.

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Achievement Expected standard

Post-16 students make progress on vocational courses in line with national averages. Published results for academic qualifications do not fully capture student achievement due to small numbers in some subjects. Students generally achieve outcomes in many academic courses that are in line with national averages. Leaders have worked with staff to address any dips in progress. Achievement for students with SEND and disadvantaged students on academic courses is particularly positive. Current students build their knowledge effectively.

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Achievement Expected standard

Pupils are prepared well for their next steps in education, employment or training. Post-16 students progress to appropriate destinations.

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Attendance and behaviour Expected standard

Pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, attend school regularly. Attendance is consistently promoted across the school. Leaders analyse attendance trends and patterns carefully. Reasonable adjustments are made to remove barriers for disadvantaged pupils enabling them to improve their rates of attendance. There are regular checks and follow up on pupils' attendance at alternative provision, ensuring that pupils attend regularly.

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Attendance and behaviour Expected standard

The school has high expectations of behaviour. Behaviour is typically positive. Pupils generally understand the school rules and follow clear routines. They are courteous and respectful to each other and to staff. This contributes to a calm and orderly atmosphere around the school, including social times and lesson change-overs. Pupils display positive attitudes and remain focused on learning. Leaders are supporting some staff to ensure greater consistency in applying the behaviour policy, and this is appreciated by staff.

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Attendance and behaviour Expected standard

Leaders track and monitor pupil behaviour carefully. This means that any emerging concerns can be identified and addressed quickly. Suspensions and exclusions are used appropriately and have reduced over time. Leaders address instances of bullying, discrimination or harassment promptly. Staff provide appropriate support, including reasonable adjustments for pupils who struggle to manage their own behaviour.

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Curriculum and teaching Expected standard

Leaders have successfully improved the design of subject curriculums so that knowledge builds in a logical way. Leaders have also prioritised professional learning for staff. As a result, the curriculum is generally taught well across the school. Teachers use their secure subject knowledge to explain concepts clearly. They typically adapt activities effectively to meet pupils’ needs, including for those with special educational needs and/or disabilities. This helps pupils to deepen their knowledge. Staff usually check what pupils have learned and change learning activities to address any misconceptions. However, this is not consistent across some subjects and key stages. Leaders have a broadly accurate understanding of the quality of the curriculum and teaching. They use this understanding to provide additional oversight and support, where it is needed.

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Curriculum and teaching Expected standard

Pupils are largely secure in the fundamentals of writing and speaking. There is a consistent approach to the teaching of mathematics skills, such as calculations. Pupils who find reading difficult are supported through a well-designed phonics programme and range of interventions. This helps them to develop greater confidence and fluency in reading. Leaders are working with staff to ensure that there is greater consistency in the delivery of the reading curriculum so that pupils routinely read for pleasure.

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Inclusion Expected standard

Leaders have established a positive, inclusive culture that meets the diverse needs of pupils. Systems for identifying pupils’ vulnerabilities are well established. Staff have the information that they need to reduce barriers to pupils’ learning. High-quality training further strengthens staff’s ability to support pupils.

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Inclusion Expected standard

Staff typically demonstrate a secure understanding of pupils’ needs. Staff generally support pupils with barriers to learning well in lessons. Leaders have built strong relationships with parents and carers. They work proactively with the virtual school and wider local area agencies to secure timely multi-agency support.

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Inclusion Expected standard

The pupil premium strategy is well designed. It is underpinned by accurate identification of priorities for disadvantaged pupils. These pupils' progress is closely tracked to ensure that support for them is effective. As a result, these pupils achieve in line with similar pupils nationally.

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Inclusion Expected standard

Leaders are less clear about how well staff connect information about pupils’ attendance, reading ability and pupils’ engagement in lessons to ensure that barriers are swiftly removed. This hinders leaders from consistently enhancing the experiences of vulnerable pupils. Leaders know that there is more to do, including helping staff to understand the impact of multiple vulnerabilities on pupils’ achievement.

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Inclusion Expected standard

Alternative provision is used appropriately, proportionately and in the best interests of pupils.

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Leadership and governance Expected standard

Leaders, including governors, have developed a culture of high expectations in this very large school. They act in the best interests of pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils.

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Leadership and governance Expected standard

Governors are committed to the ethos of the school. They fulfil their statutory duties effectively. Governors articulate a clear vision of ‘everyone matters’ that permeates school life. They support and challenge leaders effectively and prioritise staff wellbeing. Governors, together with leaders, have an appropriate knowledge of the school's strengths and areas of development. They take largely effective action to bring about improvements in all areas of the school’s provision, including for disadvantaged pupils and those with SEND. However, sometimes the monitoring of some strategies is not as rigorous as it could be. This means that leaders and governors do not receive sufficient information about the impact of their actions.

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Leadership and governance Expected standard

Staff, including those who are at the start of their careers, profit from high-quality, research- informed professional learning programmes. These develop their knowledge and help to drive improvements in the school. Staff feel valued by leaders. They are very positive about the support that they receive for their workload and wellbeing.

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Leadership and governance Expected standard

Leaders and governors engage constructively with parents and carers. The large majority of parents are positive about the support the school provides for their children.

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Personal development and wellbeing Expected standard

The personal development programme is carefully designed for each year group and ensures coverage of all statutory content. Leaders have improved staff's expertise. As a result, staff deliver the programme with greater confidence, leading to better quality experiences for pupils.

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Personal development and wellbeing Expected standard

Pupils are knowledgeable about fundamental British values. For example, they are able to explain the concept of democracy by drawing on their participation in elections for house captains and school councillors. Pupils understand the importance of respecting differences in people. They learn about different religions and beliefs. Pupils benefit from opportunities to reflect on their own views and consider the perspectives of others. They learn how to keep themselves safe while online and in the community. Many pupils spoke positively about the support for their mental health and the pastoral support that they receive. This equips them well for becoming active participants in modern society and life beyond school.

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Personal development and wellbeing Expected standard

Pupils’ interests and talents are nurtured through a diverse range of activities, including trips, numerous lunchtime and after-school clubs and sports, such as art, music, basketball and football.

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Personal development and wellbeing Expected standard

Leaders are committed to ensuring inclusion within enrichment activities. They monitor participation across pupil groups and are beginning to use this information more strategically to widen access opportunities for all pupils. Leaders have made practical adjustments to reduce barriers, such as by adapting dance routines to support participation for all pupils. However, some groups, particularly pupils with special educational needs and/or disabilities, participate less frequently than others. Engagement in the sixth form is stronger. Leaders are working to tailor provision more effectively and increase overall participation.

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Personal development and wellbeing Expected standard

The school’s careers programme is highly effective. Pupils, particularly those with special educational needs and/or disabilities, benefit from timely and bespoke impartial guidance. This supports their next steps in education, employment or training. Pupils’ aspirations are broadened and raised by attendance at careers fairs, employer visits and targeted opportunities, such as girls in science, technology and engineering events.

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Post 16 provision Expected standard

Students follow a well-designed study programme. It includes a broad range of vocational and academic courses that are well matched to students’ individual needs and aspirations. Students generally achieve well across both types of courses.

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Post 16 provision Expected standard

Subject curriculums are thoughtfully structured and delivered effectively overall. The sixth form has a high proportion of students with special educational needs and/or disabilities (SEND). Teachers use effective strategies to support these students and others who face disadvantages. Students produce work which is typically of high quality. Students appreciate the smaller class sizes that enable teachers to provide individual support. Leaders are refining the delivery of a small number of academic subjects, including improving how well teachers address students' misconceptions.

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Post 16 provision Expected standard

Students value sessions on personal development topics, such as money management and driving safety. They feel that these prepare them well for adult life. Students enjoy leadership opportunities, including participation in the sixth-form congress, which include arranging external speakers. Students contribute to school life by running clubs for younger pupils, including the debating society and reading groups.

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Post 16 provision Expected standard

All students, including those with SEND, benefit from high-quality careers education. They appreciate the one-to-one support with university applications. A wide range of activities prepares students well for their next steps. This includes work experience, employability days, apprenticeship events and university outreach programmes.

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What it's like to be a pupil at this school

Pupils enjoy coming to this welcoming community school. Pupils feel safe in school and appreciate the support that they receive from staff. They know exactly who to turn to if they need help. Pupils behave well in lessons and are keen to learn. They appreciate having designated social spaces, where they can go at breaktimes and lunchtimes, where they can be with their friends. Sixth-form students act as positive role models for younger pupils, showing self-discipline and maturity.

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What it's like to be a pupil at this school

Pupils embrace the school’s ethos of ‘everyone matters, everyone helps, everyone succeeds’. Relationships between pupils and staff are positive. Pupils respect differences between people. Pupils typically get along well with each other and bullying is uncommon. On the rare occasions it does occur, pupils are confident that adults take it seriously and resolve it quickly. Pupils attend regularly.

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What it's like to be a pupil at this school

Pupils enjoy learning at Rainford High. They benefit from a curriculum that is tailored to meet pupils' needs, including the high proportion of pupils with special educational needs and/or disabilities (SEND). Pupils achieve well overall. Pupils with SEND and disadvantaged pupils are supported effectively and progress well through the curriculum.

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What it's like to be a pupil at this school

Pupils develop their confidence and teamwork through a wide variety of activities. They appreciate the visits that they can go on. These include trips to outdoor activity and residential centres, theatres, museums, universities and visits overseas. The house system enhances pupils’ sense of identity and belonging. Pupils enjoy taking part in clubs, such as CODE computing, music ensembles, sports and the Duke of Edinburgh’s award. They relish taking on leadership roles, such as the school council and charity work to support the local community. Sixth-form students enjoy helping pupils in key stage 4 with their studies. These activities foster their sense of responsibility. Pupils leave well prepared for the next stage of their education.

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Next steps

Leaders should ensure that staff improve their delivery of the curriculum by making adjustments in response to how well pupils have understood their learning. Leaders should ensure greater consistency in the delivery of the reading curriculum so that pupils routinely engage in reading for pleasure. Leader, including governors, should ensure that the implementation and impact of strategic priorities are overseen consistently well so that issues affecting their delivery are addressed swiftly.

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About this inspection

This school is part of Everyone Matters Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Ian Young, and overseen by a board of trustees, chaired by Jayne Lloyd.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the principal, other senior leaders and staff. The lead inspector spoke with a representative of the local authority. He also spoke with a group of trustees and local governors, including the chair.

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About this inspection

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

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Team inspectors:

Sally Kenyon, Ofsted Inspector Mark Cocker, Ofsted Inspector Joe Barker, Ofsted Inspector Sue Farrimond, Ofsted Inspector Rachel Goodwin, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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School capacity

technical education qualifications and apprenticeships.

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School capacity

The inspectors confirmed the following information about the school:

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School capacity

The school makes use of 3 unregistered and 2 registered alternative provisions.

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School capacity

The school has undergone a significant change since the last inspection. The principal of the school became CEO of the trust in 2023.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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(provisional)

2023/24 (final) 47.8% 45.9% Close to average

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(provisional)

2022/23 (final) 52.8% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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(provisional)

2023/24 (final) 47.8 45.9 Close to average

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(provisional)

2022/23 (final) 50.4 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) 0.03 -0.03 Close to average

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national average

2022/23 (final) 0.03 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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(provisional)

2023/24 (final) 24.5% 25.8% Close to average

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(provisional)

2022/23 (final) 32.5% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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(provisional)

2023/24 (final) 35.6 34.6 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.36 -0.57 Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2023/24 (final) 32.27 34.38 Close to average

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national average

2022/23 (final) 31.39 34.16 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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