Rayner Stephens High School

Rayner Stephens High School

Address: Yew Tree Lane, Dukinfield, Cheshire, SK16 5BL Unique reference number (URN): 148430

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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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Attendance and behaviour Expected standard

Historically, attendance rates have been below the national average. However, leaders have taken effective steps to improve this. They have increased the pastoral support in the school. This means that pupils who were often absent now get the support that they need. For example, being brought to school by leaders or having a home visit on the first day of absence. This enhanced pastoral care also means that leaders ensure that pupils have what they need to access their education. For example, by making sure that they have the equipment they need for school. These actions have successfully encouraged pupils to attend more regularly. Persistent absence has decreased sharply. Overall attendance is now close to the national average.

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Attendance and behaviour Expected standard

Pupils understand and generally follow the clear rules and expectations at this school. Bullying is rare and when it does happen leaders deal with it quickly and effectively. Leaders monitor unkind behaviour carefully and respond appropriately to any incidents. Pupils understand and accept individuality. This means that discrimination is rare. Leaders adapt their approaches sensitively to support any pupils who struggle to manage their own behaviour. This support is effective in most cases. Lessons are calm with minimal disruption.

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Inclusion Expected standard

Leaders identify pupils' individual barriers to learning effectively, particularly for pupils with special educational needs and/or disabilities (SEND) and those known or previously known to social care. When appropriate, leaders work with other professionals, such as educational psychologists, to better understand how to support pupils with specific needs. Teachers know about their pupils' needs and what support to put in place. For instance, they skilfully modify their teaching to help pupils with SEND to access the curriculum successfully. Leaders check whether staff's support for pupils is being effective. They guide staff to adapt their approaches so that pupils get the right kind of help.

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Inclusion Expected standard

Leaders provide additional resources to support the high number of disadvantaged pupils. Additional funding, such as the pupil premium, helps to reduce pastoral and academic barriers for these pupils. Therefore, more disadvantaged pupils attend school more often and achieve better than they did in the past.

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Inclusion Expected standard

Leaders use alternative provision appropriately. They work closely with these providers to ensure that they are having a positive impact for these pupils.

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Inclusion Expected standard

Many pupils join the school mid-way through the year. Leaders and staff have created a welcoming environment. This means that most of these pupils quickly feel a part of the school community.

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Leadership and governance Expected standard

Trustees, governors, leaders and staff all understand the school well. They know the strengths of the school as well as where further work is needed. There have been improvements in the areas where leaders have focused their attention. Trustees and governors suitably challenge leaders to ensure that the school is improving. They ensure that leaders have the support they need, for example by securing additional funding.

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Leadership and governance Expected standard

Staff benefit from a comprehensive programme of professional development, which addresses leaders' priorities well. This includes improving teachers' subject knowledge. Leaders are conscious of staff's workload. They take appropriate action to address this as far as possible. For example, by ensuring that staff have designated time for their professional development. Trustees and school leaders are also passionate about staff wellbeing. This makes staff feel well supported. They enjoy working here.

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Leadership and governance Expected standard

Leaders work closely with other professionals to improve pupils' education. Leaders also build positive relationships with pupils' families and the local community. As a result, most parents are supportive of the school and recognise the improvements that have been made.

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Personal development and wellbeing Expected standard

Leaders have created a comprehensive programme of personal development that covers important information that pupils need in their lives. As a result, pupils learn more about themselves and the world around them. Their knowledge of healthy relationships and the respect they have for one another are particularly positive. Pupils also have some knowledge of citizenship and fundamental British values, although this is less secure. Leaders are quick to spot when pupils struggle with their wellbeing. There is a wealth of additional support to help those facing difficulties, for example animal therapy. Many pupils find these kinds of experiences helpful to improve their mental health.

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Personal development and wellbeing Expected standard

Pupils benefit from a well-considered careers programme. They appreciate the opportunity for work experience and enjoy engaging with local employers to understand different routes in certain careers. This is particularly the case for key stage 4 pupils. When necessary, leaders organise additional mock interviews and meetings with career advisers for pupils who need further support. Pupils, including those with special educational needs and/or disabilities, successfully access courses of their choice after secondary school.

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Personal development and wellbeing Expected standard

Leaders offer a wide range of extra-curricular opportunities. These ensure that pupils benefit from experiences that they may not otherwise have had. Pupils appreciate this offer and some have found new passions, for example playing a musical instrument. Leaders also organise a range of trips and invite guest speakers in to school to help broaden pupils' views of the world and society. Pupils recall these with fondness and remember how they supported their learning. Leaders provide financial support so that affordability is not a barrier to pupils' participation.

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Personal development and wellbeing Expected standard

There is a culture of tolerance and community in the school. Pupils and staff treat each other with respect. Most pupils accept differences between people. This reflects the successes of the personal development programme.

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Achievement Needs attention

Pupils' results in national examinations at the end of key stage 4 are too low. While those for disadvantaged pupils have improved recently, pupils leaving the school, including those with special educational needs and/or disabilities, typically underachieve.

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Achievement Needs attention

Pupils do not generally produce work of high enough quality in lessons. They remember key facts from their lessons but their understanding sometimes lacks depth. This means that their responses often do not develop in complexity as they move through the curriculum.

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Achievement Needs attention

Pupils who fall behind in the fundamental skills of reading and using number are supported well to gain them. This helps these pupils to access the curriculum more readily.

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Achievement Needs attention

Almost all pupils continue into education, employment or training. Their education at this school appropriately prepares them for this.

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Curriculum and teaching Needs attention

Teachers do not use assessment effectively to close gaps in pupils' knowledge. While they identify what pupils do and do not know, teachers often do not address this missed or misunderstood learning as well as they might. This makes it more difficult for some pupils to successfully progress through the curriculum.

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Curriculum and teaching Needs attention

On the whole, pupils can remember the knowledge they have been taught. However, some of the tasks that teachers set do not reflect the ambition of the curriculum well enough. This means that pupils do not develop a deep enough knowledge of the topics they are learning.

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Curriculum and teaching Needs attention

Teachers are subject specialists and understand the barriers to learning that their pupils face. Teachers also understand how to support pupils to access their learning. However, this support is not provided consistently well. This means that, sometimes, pupils struggle to complete tasks and understand what is being taught.

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Curriculum and teaching Needs attention

Leaders have created a curriculum that is appropriate and well planned for all year groups. The breadth of the curriculum allows pupils to enjoy a wide range of subjects and experiences.

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Curriculum and teaching Needs attention

Pupils who struggle with their reading and numeracy receive additional support. This is effective in improving their numeracy and reading knowledge so that they catch up with their peers successfully.

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

Pupils benefit from the school's increasingly high expectations of their learning and their conduct. Lessons are rarely disrupted and corridors are calm. Most pupils behave respectfully and are supportive of one another. Pupils are safe and trust that staff will deal with any issues that arise. Pupils build positive relationships with staff and find comfort in their support and guidance. Bullying is rare. When it does happen, pupils trust that staff will deal with it effectively. Pupils understand the importance of high attendance. Those who face barriers to regular attendance benefit from the school's support. This helps them to attend school more frequently than in the past.

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

Pupils also benefit from a well-planned curriculum and suitably structured lessons. They learn important knowledge and most pupils take their learning seriously. Those who face barriers to their learning, such as pupils with special educational needs and/or disabilities, generally benefit from the support that staff provide. However, some pupils do not get the specific help that they need in lessons. Pupils sometimes do not experience teaching which deepens their understanding of key topics. This means that they do not achieve as well as they could, particularly in national examinations.

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

Pupils appreciate the wide range of opportunities that are open to them. For example, they speak fondly of visiting the Houses of Parliament and completing the Duke of Edinburgh's Award. Pupils are encouraged to take advantage of these opportunities. Support to reduce any barriers to their participation is put in place when needed.

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Next steps

Leaders should ensure that high-quality teaching is embedded across the school so that pupils progress through the curriculum and achieve well at the end of key stage 4. Leaders should ensure that teachers use assessment to effectively close gaps in pupils' knowledge. Leaders should continue to promote the importance of attendance so that recent improvements in pupils' attendance rates are sustained.

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About this inspection

This school is part of the Stamford Park 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), Anton McGrath, and overseen by a board of trustees, chaired by Stephen Foote.

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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 trustees, governors, members of the trust executive team and school leadership team, staff and pupils during the inspection.

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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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Team inspectors:

Tuesday Humby, Ofsted Inspector Sue Farrimond, Ofsted Inspector David Bell, 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 inspectors confirmed the following information about the school: The school currently makes use of 2 alternative provisions, including 1 that is unregistered.

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What does this mean?

Headteacher: Martin Davies 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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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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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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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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national average

2024/25 (revised) 21.9% 25.8% 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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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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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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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.

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Urgent improvement

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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