Ratton School

Ratton School

Address: Park Avenue, Eastbourne, East Sussex, BN21 2XR Unique reference number (URN): 138474

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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

Pupils typically make positive progress through the curriculum. They develop their knowledge and remember what they have learned. Pupils use technical vocabulary increasingly confidently. Where necessary, leaders act decisively to address aspects of pupils' achievement that do not meet the school's high expectations. Consequently, key stage 4 examination results are close to national averages, including for disadvantaged pupils and those with special educational needs and/or disabilities (SEND).

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Achievement Expected standard

Support provided to pupils helps them to quickly gain the foundational knowledge that they need in reading, writing and mathematics. Individualised support for disadvantaged pupils and those with SEND is effective. These pupils achieve well from their starting points. Overall, pupils develop their knowledge and skills so that they are ready for their next steps in education, employment or training.

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Attendance and behaviour Expected standard

Leaders review and refine the support that they provide for pupils to help them to attend school regularly. Leaders ensure that everyone, including pupils, parents, carers and staff, know why attending school is important. Effective and regular use of attendance data helps leaders to understand where pupils may be finding it difficult to attend. They focus on understanding the barriers that some pupils face and on providing the right support. Leaders’ work to improve attendance is increasingly effective. The attendance of pupils is broadly in line with national averages, including for disadvantaged pupils and those with special educational needs and/or disabilities.

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Attendance and behaviour Expected standard

Leaders have high expectations of how pupils should behave. Clear and established routines for the start of lessons support a calm environment in which to learn. Teachers use the school’s systems effectively. Learning is rarely interrupted by low-level disruption. Pupils are well known by staff. Where pupils struggle with their behaviour, they receive the support that they need. Impactful training helps staff to respond in a calm and consistent manner. Discrimination and bullying are not tolerated. Leaders follow up on any incidents swiftly. They work with families and pupils to ensure that they are dealt with consistently and effectively.

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Curriculum and teaching Expected standard

Leaders have created a well-ordered, ambitious curriculum. Leaders identify where teaching is effective and where it could improve further. Leaders have taken effective action to improve teaching. For example, they have focused on strategies to further develop pupils' oracy and vocabulary skills. This has improved how well pupils can articulate and express their learning during lessons. Successful extra help for weaker readers, writers and mathematicians enables them to catch up with their peers.

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Curriculum and teaching Expected standard

Generally, teaching is effective. Teachers have expert subject knowledge. Routines such as 'do it now' are embedded across subjects. Teachers use well-designed tasks to develop pupils' understanding. Where this is most effective, teachers use assessments to identify what pupils have understood. They use this to adapt activities to fill any gaps in learning. However, this is not consistent across subject areas. In most lessons, adaptations for pupils with special educational needs and/or disabilities and for those who are disadvantaged are used effectively. This enables these pupils to access the same curriculum as their peers. However, in a small number of instances, this is not the case. This hampers some pupils from learning all that they could.

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Inclusion Expected standard

Leaders are passionate about supporting pupils who face barriers to their learning and/or wellbeing so that they can thrive academically and personally. Leaders regularly review the impact of the support provided to disadvantaged pupils and those with special educational needs and/or disabilities (SEND). They make adjustments as necessary. Pupils are well supported and cared for.

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Inclusion Expected standard

Leaders have established effective systems to identify the help that pupils need. Staff are provided with detailed information so that they can support pupils' learning effectively. Ongoing training helps staff to typically make thoughtful adaptations to learning tasks for pupils with SEND and for disadvantaged pupils. Occasionally, these adaptations could be more precise so that they make a sustained difference to the learning of pupils across the whole curriculum.

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Inclusion Expected standard

Leaders work closely with external agencies to provide additional assistance for pupils when this is needed. This includes careful consideration of how alternative provision is used. Leaders have close oversight of the education and safeguarding arrangements for pupils who are attending such provision. They ensure that pupils' needs are successfully met. Pupil premium funding is used effectively so that disadvantaged pupils benefit fully from all that the school provides. They typically progress through the curriculum well.

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Leadership and governance Expected standard

Leaders have a clear understanding of the strengths and areas for development of the school. They evaluate areas to further work on and take well-considered and effective actions to improve them. Leaders ensure that staff are well supported through any changes and review progress against improvement priorities at regular intervals. Leaders at all levels consider the school’s commitment to inclusivity when making decisions. They take decisions in the best interests of pupils.

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Leadership and governance Expected standard

Governors and trustees provide appropriate support and challenge to leaders. They are well informed and receive regular, detailed analysis and updates. Trustees ensure that their statutory duties, including safeguarding, are fulfilled. They have due regard to the workload and wellbeing of staff. Staff, including support staff, are happy at the school. They value the effective programme of professional learning that they benefit from. Dedicated time is protected for this. The impact of this is seen in classrooms and around the school, for example, in the work to further improve pupils’ oracy skills. Staff appreciate the trust that is placed in them by leaders. Parents and carers are supportive of the school's work. They recognise the hard work of staff. Leaders are engaging actively with parents and creating opportunities to meet with them. Leaders work with external agencies to ensure that pupils get the support that they

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Leadership and governance Expected standard

need. They are open to working with, learning from and sharing with others.

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Personal development and wellbeing Expected standard

Pupils benefit from a well-considered programme of personal development. This includes ethics lessons taught by specialists, assemblies, trips and visits. Respect and tolerance form an important part of the life of the school. This is linked to the school virtues. Different communities and groups are celebrated. Pupils know about staying safe, different types of families and consent. They understand fundamental British values, including democracy and the importance of treating everyone fairly.

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Personal development and wellbeing Expected standard

Pupils learn important leadership skills. They organise cultural events, offer support to their peers and run sporting activities. Pupils also have many opportunities to build on their interests and skills. They benefit from a wide range of sports clubs and an annual musical performance. Leaders check participation in clubs and other activities carefully. They act quickly to ensure pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, are supported to participate fully. Leaders listen to what pupils want and adjust the opportunities that they offer accordingly. They ensure that pupils receive high-quality support for their emotional and social development. This is matched to pupils' individual needs. Pupils know that they can speak with a trusted adult about any worries or concerns that they may have.

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Personal development and wellbeing Expected standard

The school's careers provision is effective. It is focused on pupils' aspirations. The work experience programme provided is well established. This provides pupils with meaningful opportunities to engage with employers. Pupils are well informed about their potential next steps. They receive useful information about the different options for further education, employment or training available to them at the end of Year 11.

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

Pupils know the Ratton 'virtues' well. These underpin pupils' experiences in school, where they demonstrate them on a daily basis. Pupils have positive attitudes to their learning. This is built on the respectful relationships that they enjoy with each other and staff. Pupils are confident that they will receive the support they need from adults. They know that if bullying happens, leaders tackle it swiftly. This makes pupils feel safe.

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

Pupils appreciate the support that they receive from staff. They enjoy learning and try hard in lessons. Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, achieve well and attend school regularly. Leaders identify any barriers to pupils' learning and provide appropriate support. In general, teaching is effective at ensuring that pupils are successful. Pupils engage in an extensive careers programme. They receive practical advice on their next steps. This means that pupils are well prepared for leaving school. Pupils enjoy the leadership opportunities that they have. They contribute to school life through the student council and participation in the house system. Pupils feel that such roles enable them to make a positive difference to their school and wider community. They are enthusiastic in helping each other. For example, some pupils become transition

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

ambassadors, helping new pupils settle into life at secondary school. Older students help pupils in the lower school to learn how to revise. Sports leaders help at local primary schools.

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

Pupils benefit from a wide range of clubs and sporting activities. They enjoy and value opportunities to participate in the performing arts. Pupils increase their confidence through performing in a wide range of settings. This includes taking part in an annual show at a local theatre, playing in an orchestra and singing in 'Minor Details', the school’s a cappella choir.

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Next steps

Leaders should ensure that assessment practices are embedded across the curriculum so that gaps in pupils' knowledge are addressed even more quickly. Leaders should ensure that teaching strategies are adapted and implemented consistently well across the school, so that all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, achieve all that they are capable of.

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About this inspection

This school is part of South Downs Learning trust, which means other people in the trust also have responsibility for running the school. The trust is run by the executive headteacher, Paul Murphy, and overseen by a board of trustees, chaired by Rebecca Conroy.

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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, the executive headteacher, the chair of trustees, trustees, governors, other leaders, teachers, 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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About this inspection

The school currently makes use of 3 registered alternative provisions.

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Lead inspector:

David Stevenson, His Majesty's Inspector

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Team inspectors:

Paula Sargent, Ofsted Inspector Charles Joseph, Ofsted Inspector Paul Grundy, His Majesty's Inspector Ross Marks, His Majesty's 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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national average

2024/25 (final) 43.2% 45.4% Close to average

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national average

2022/23 (final) 42.8% 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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national average

2024/25 (final) 43.0 46.1 Close to average

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national average

2023/24 (final) 41.4 45.9 Close to average

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national average

2022/23 (final) 45.7 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) -0.10 -0.03 Close to average

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national average

2022/23 (final) 0.08 -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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national average

2024/25 (final) 21.8% 25.8% Close to average

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national average

2023/24 (final) 25.0% 25.8% Close to average

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national average

2022/23 (final) 19.0% 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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national average

2023/24 (final) 31.3 34.6 Close to average

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national average

2022/23 (final) 32.6 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) -0.66 -0.57 Close to average

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national average

2022/23 (final) -0.68 -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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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 (3 term) 9.1% 8.4% Close to average

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national average

2023/24 (3 term) 8.6% 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 (3 term) 23.7% 23.4% Close to average

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national average

2023/24 (3 term) 25.7% 25.6% Close to average

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national average

2022/23 (3 term) 27.3% 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.

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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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