Richmond School & Sixth Form College

Richmond School & Sixth Form College

Address: Darlington Road, Richmond, North Yorkshire, DL10 7BQ Unique reference number (URN): 145090

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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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Post 16 provision Strong standard

Leaders have designed high-quality study programmes across a wide range of subjects for students in the sixth form. Students benefit from highly effective teaching by subject experts. Their progress is carefully monitored, and staff intervene quickly when students need extra support. The curriculum is adapted to ensure that all students, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), develop detailed knowledge and skills to prepare them well for further study and/or employment.

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Post 16 provision Strong standard

Students, including those who are disadvantaged and those with SEND, achieve well in comparison to national averages. They achieve particularly well in vocational qualifications and make considerable progress through the curriculum from their starting points.

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Post 16 provision Strong standard

Leaders have created an environment that promotes independence and prepares students for their next steps, particularly university life. Students have a dedicated university-style library and are well supported to develop their study skills. They become role models for younger pupils and many take on leadership roles as part of the student leadership team.

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Post 16 provision Strong standard

Students receive high quality careers guidance and advice. They engage with universities and employers and take part in meaningful work experience. Students are very effectively prepared for their next steps and secure meaningful and sustained education, employment and training opportunities.

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Achievement Expected standard

Pupils achieve well. Key stage 4 outcomes are typically close to national averages over time. Pupils who are disadvantaged achieve well when compared with their peers nationally. Leaders are currently focusing on further narrowing the gap between the achievement of disadvantaged and non-disadvantaged pupils in the school. Students in sixth form achieve outcomes close to national averages and above national averages in vocational qualifications.

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Achievement Expected standard

Pupils make progress through the curriculum over time and develop the foundational knowledge that they need. This is reflected in the work that they produce. Pupils are well prepared for their next steps, and the vast majority of leavers, at the end of key stage 4 and sixth form, move on to sustained education, employment or training.

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Attendance and behaviour Expected standard

Attendance is close to national averages and is gradually improving over time. Leaders promote the importance of attending school regularly. They work closely with families and professionals to support pupils who find it difficult to attend school. Leaders make a range of thoughtful adjustments to support pupils to access their education. They identify patterns and trends of absence effectively and address them quickly. Persistent absence is reducing over time. Pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND) are now attending more regularly. However, a minority of these pupils still do not attend regularly enough.

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Attendance and behaviour Expected standard

Leaders have created a calm, orderly and productive school environment. They have implemented a clear behaviour policy that staff and pupils understand and follow. Pupils generally respond well to the high expectations set by leaders. Most have positive attitudes towards their learning. Bullying and discrimination are not tolerated and are dealt with effectively.

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Attendance and behaviour Expected standard

Staff know their pupils well and respond sensitively when they need help. Pupils value the positive relationships that they have with staff. They know how to report any worries or concerns that they may have. A minority of pupils, particularly those with SEND, are suspended too often. Leaders are adapting their approach to supporting these pupils. However, this is work in progress.

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Curriculum and teaching Expected standard

Leaders have correctly identified strengths and areas for improvement across the curriculum. The curriculum is well sequenced and increases in challenge as pupils get older. Leaders ensure that teachers have the subject knowledge that they need. Most teachers regularly check that pupils know and understand their learning and identify misconceptions that pupils may have. Pupils revisit their learning through retrieval tasks, which helps them to develop their knowledge over time. In some subjects, teachers skilfully use questioning to challenge pupils to further deepen their knowledge.

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Curriculum and teaching Expected standard

Pupils who have not yet secured the strong foundations in reading, writing and mathematics access additional intervention tailored to their individual needs. This enables them to catch up. At times, reading interventions lack precision, which means that some pupils take longer to make the gains that they should. Some younger pupils take part in a ‘peer reading’ scheme led by sixth-form students, which is effective in encouraging a love of reading.

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Curriculum and teaching Expected standard

Teachers know their pupils and their individual needs well. Most teachers make suitable adaptations and reasonable adjustments to meet the needs of pupils who are disadvantaged and those with special educational needs and/or disabilities. However, in a minority of lessons, the use of strategies to support these pupils is variable, which makes it difficult for a small number of pupils to progress through the curriculum as well as they could.

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Inclusion Expected standard

Leaders accurately assess and identify the individual needs of pupils with special educational needs and/or disabilities (SEND) in a timely manner. This work begins before pupils start their transition into the school.

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Inclusion Expected standard

A graduated approach to supporting pupils is well embedded and implemented effectively. Staff have the information and training that they need to best support pupils with SEND, those who are disadvantaged and those who are known (or previously known) to a social worker. Leaders act on the advice of professionals and external agencies, including the virtual school, to shape the support that pupils receive. Typically, teachers use support plans effectively to adapt the curriculum to meet the needs of individual pupils.

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Inclusion Expected standard

Leaders provide appropriate support to reduce barriers to pupils' wellbeing. Where needed, pupils also receive additional help through mentoring, counselling and dedicated wellbeing sessions. Leaders closely monitor pupils’ progress and the impact of interventions to adapt and change approaches when needed.

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Inclusion Expected standard

The pupil premium strategy is based on research and provides pupils who are disadvantaged, including those who are known (or previously known) to social care, with enhanced opportunities and experiences. Alternative provision is used rarely and in the best interests of pupils.

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Leadership and governance Expected standard

Leaders understand the school’s areas of strength and areas for improvement. They are responsive to the changing needs of their pupils and are continuously working towards strengthening the provision for pupils. They have identified appropriate priorities to achieve this. Leaders act in the best interests of pupils, including those who are disadvantaged, those with special educational needs and/or disabilities and those who are known or previously known to social care. Leaders and staff have high expectations of what pupils can achieve and their wider character development. They know what they need to do to ensure all pupils have access to a high-quality education.

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Leadership and governance Expected standard

The trust has clear strategic oversight of the school and carefully monitors the school’s progress. The trust is ambitious for the school and its pupils. Trustees and members of the local governing board care about the school and its place in the community. They are committed to ensuring pupils, including the most vulnerable, achieve their potential. Trustees meet their statutory duties and provide appropriate support and challenge to hold leaders to account.

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Leadership and governance Expected standard

Leaders invest in professional learning for their staff, including teachers who are at the early stages of their career. Professional learning is research-informed and focuses on leaders' identified priorities for improvement. Leaders care about the wellbeing of their staff and consider their voice when making strategic decisions. They are considerate of staff workload.

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Personal development and wellbeing Expected standard

Leaders have established a rich personal development programme that builds on pupils’ knowledge over time. Pupils learn how to keep themselves safe, including online. They learn about healthy relationships and consent. Pupils are taught about different faiths, cultures and respect for others, including those with protected characteristics. Pupils also develop an understanding of fundamental British values, but the extent to which pupils apply their knowledge of this is variable.

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Personal development and wellbeing Expected standard

Pupils value the wide range of clubs, activities and visits on offer. They are actively encouraged to develop their talents in the arts and music through clubs such as jewellery making, drama, brass band and string ensemble. Many pupils also take part in competitive sport through cheerleading, dance or as part of the equestrian team.

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Personal development and wellbeing Expected standard

Pupils benefit from thoughtful educational visits, such as opportunities to visit historical battlefields, the Houses of Parliament and Auschwitz. Leaders consider the individual needs of pupils who are disadvantaged and those with special educational needs and/or disabilities and break down any barriers to participation in these opportunities.

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Personal development and wellbeing Expected standard

Many pupils take on leadership responsibilities, for example through being members of the school council or as sports leaders. They value these opportunities to develop their confidence and advocate for others. Some pupils are active members of the local community, taking part in projects such as developing a local bike park. Through the ‘credit’ values that are embedded across the school, pupils are well prepared for life beyond school. They receive effective support to manage their emotions and worries when they need it.

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Personal development and wellbeing Expected standard

The school’s careers programme successfully prepares pupils for their next steps. Pupils meet with a range of providers, take part in work experience, visit universities and meet with alumni of the school. Pupils develop clear aspirations and know what they need to do to achieve their goals. Most pupils move on to sustained education, employment or training that reflects their ambitions.

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

Pupils at Richmond School and Sixth Form College are safe and happy. They are part of a community and enjoy positive relationships with staff and their peers. Pupils know where to go when they need extra help. Students in sixth form are excellent role models for younger pupils.

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

Pupils access a wide range of opportunities to enhance and extend their experiences. They participate in a range of enrichment clubs, such as orchestra, chess, textiles and rock school. Many pupils excel in sports such as athletics, rugby and dance. Pupils take part in meaningful education visits to theatres, cities and places of heritage. They engage with their local community in projects such as the restoration of a local building. Pupils, including students in sixth form, connect with universities and employers to explore their future options and build their aspirations. Many previous pupils return to share their experiences beyond school.

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

Pupils behave well. They show kindness and respect towards staff and each other. Pupils benefit from clear rules and expectations, which are consistently applied. Bullying is not tolerated and is dealt with effectively. Pupils value their school and education. Most pupils attend regularly.

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

Pupils access a broad and balanced curriculum across a range of subjects. They enjoy their learning. Pupils typically benefit from high-quality teaching that supports them to develop their knowledge over time. Most teachers adapt the curriculum to meet the needs of all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities. Pupils typically achieve well in national examinations at the end of key stage 4 and in sixth form. They are well prepared for their next steps.

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Next steps

Leaders should ensure that teachers consistently make skilful adaptations in lessons and interventions to successfully remove barriers to learning so that pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), consistently achieve well, as reflected in above-average outcomes in national tests and examinations over time. Leaders should continue their work to improve attendance and reduce persistent absence of pupils, particularly those who are disadvantaged and pupils with SEND. Leaders should ensure that pupils, including those who are disadvantaged and those with SEND, are supported to develop the skills that they need to successfully manage their emotions and resolve conflict in order to reduce the rates of suspensions.

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About this inspection

This school is part of Areté 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 (CEO), Mark McCandless, and overseen by a board of trustees, chaired by Jan Linsley.

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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 headteacher, senior leaders, the CEO, trust leaders, trustees, members of the local governing board, staff and pupils during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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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 technical education qualifications and apprenticeships.

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About this inspection

The school makes use of one alternative provision.

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Team inspectors:

Jill Bowe, Ofsted Inspector Lindsay Oyston, Ofsted Inspector Jayne Gaunt, Ofsted Inspector Rob Spurr, 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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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) 51.4% 45.9% Close to average

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(provisional)

2022/23 (final) 45.0% 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) 47.8 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) 0.16 -0.03 Close to average

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national average

2022/23 (final) 0.20 -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) 19.4% 25.8% Close to average

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(provisional)

2022/23 (final) 19.4% 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) 37.1 34.6 Close to average

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(provisional)

2022/23 (final) 35.5 35.0 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) -0.33 -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

2024/25 (revised) 35.10 34.99 Close to average

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national average

2023/24 (final) 35.40 34.38 Close to average

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national average

2022/23 (final) 33.86 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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national average

2024/25 (revised) 0.0 0.0 Close to average

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national average

2023/24 (revised) 0.1 0.0 Close to average

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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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national average

2024/25 (2 term) 8.0% 8.1% Close to average

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national average

2023/24 (3 term) 9.2% 8.9% Close to average

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national average

2022/23 (3 term) 8.7% 9.0% Close to average

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Persistent absence

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

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national average

2024/25 (2 term) 20.6% 21.9% Close to average

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national average

2023/24 (3 term) 25.4% 25.6% Close to average

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national average

2022/23 (3 term) 22.6% 26.5% Close to average

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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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