Rainham School for Girls

Rainham School for Girls

Address: Derwent Way, Rainham, Gillingham, Kent, ME8 0BX Unique reference number (URN): 136456

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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 Strong standard

Pupils are well prepared for their next steps. They achieve well in national examinations such as GCSEs and A levels, and in the school's wide-ranging vocational subject provision. Pupils with special educational needs and/or disabilities, or other barriers to their education, are well supported. They frequently achieve at least in line with their peers.

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Achievement Strong standard

Pupils develop a secure understanding of the subjects that they study, are helped to fill any gaps in their knowledge and are inspired by their teachers to consistently do their best. Pupils develop an appreciation of how to improve further and can quickly and fluently recall and apply their prior learning.

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Achievement Strong standard

Reading and foundational knowledge form a core part of the curriculum. Pupils who need extra help benefit from targeted support, meaning that they quickly catch up. This helps them to become increasingly proficient in reading, writing and oracy, which in turn supports their classroom progress.

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Curriculum and teaching Strong standard

Leaders have ensured that the curriculum meets the needs of pupils. The wide range of courses on offer for both GCSE and A level ensures that every pupil can find subjects which inspire and excite. The school is equally committed to delivering a core curriculum that equips all pupils with the foundational knowledge that they need. Where pupils need extra help with reading, writing or oracy, they receive impactful support.

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Curriculum and teaching Strong standard

Across the range of subjects, the curriculum is well structured. Pupils steadily build their knowledge through their learning journeys. Pupils remember what they have learned previously and can apply this knowledge to new ideas. Students in the sixth form flourish because the curriculum flows seamlessly from their lower school study. This provides them with a secure foundation upon which to build their learning.

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Curriculum and teaching Strong standard

Teachers have detailed subject knowledge that helps them to check pupils' understanding. Staff use precise, well-developed systems for checking what pupils know. This means that any gaps in knowledge are efficiently filled. Pupils, rightly, appreciate this care and attention to their learning.

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Inclusion Strong standard

Leaders and teachers have positive and high ambition for pupils, regardless of any barriers that they may face. Staff quickly and effectively identify and address any additional needs or potential barriers to education. Frequent reviews mean that should pupils' needs change as they progress through the school, adaptations change with them. As a result, the support provided is carefully tailored to ensure that pupils can excel, regardless of any additional need they may have. Because of this, pupils with special educational needs and/or disabilities, those known or previously known to social care, and those with other barriers achieve at least as well as their peers. Disadvantaged pupils benefit from the detailed knowledge that the school has about pupils, and the tailored support they receive through the school’s Ace Tutors. Targeted staff training means that teachers know how to support the individuals in their classes. Teaching

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Inclusion Strong standard

assistants, other staff and the school’s learning support provision are used to support a wide range of pupils. This means that they flourish in class and develop independence. Pupils recognise the learning support centre as one of the most important parts of the school because of the widespread impact of the help it provides.

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Leadership and governance Strong standard

Leaders unfailingly act in the best interests of pupils. They understand pupils' needs, strengths and vulnerabilities well. Leaders know how valuable positive relationships and high ambitions are for pupils. They deliberately foster a sense of belonging and positive achievement, which helps all pupils to thrive. For example, the curriculum is carefully tailored to meet the needs of all, including innovative subject choices and curriculum organisation across the year to ensure consistent progress.

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Leadership and governance Strong standard

Leaders have an accurate understanding of the quality of the curriculum and education provided by the school. Should they find any weaker aspect, they prioritise suitable actions and carefully check that the changes they make have the required impact.

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Leadership and governance Strong standard

Governors and trustees know the school well. They use well-developed processes to check that the school is performing and developing as it should. Governors are particularly focused on the experience of parents and families, and are diligent in gathering information to help evaluate how well the school works for these groups. As a result, leaders at all levels meet their statutory duties.

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Leadership and governance Strong standard

Staff are very positive about the way that their workload is managed. Many have served at the school for a long time. They appreciate the clear, shared vision of leaders, and how their professional development is prioritised. Staff training is closely mapped to school development needs, meaning it not only supports staff's professional growth, but also has a wider school impact.

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Leadership and governance Strong standard

Parents are overwhelmingly positive about the way that the school supports and educates their children.

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Post 16 provision Strong standard

Many of the high-quality processes and structures seen in the lower school are also present in the sixth form, including the very effective support that is in place for students with barriers to their learning. As a result, students learn effectively, and achieve well in national tests and examinations, including A levels and applied qualifications.

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Post 16 provision Strong standard

The curriculum has been carefully designed to meet the needs and interests of students. Teachers' detailed subject knowledge means that they can help students progress and succeed. Checking for understanding is frequent and targeted, meaning that any gaps in knowledge that students may have are swiftly addressed. This builds students' understanding and confidence, further boosting their attainment.

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Expected standard

Students are well prepared for their next steps. They are taught essential life skills, such as finance and staying healthy. They develop an age-appropriate understanding of consent and how to help keep themselves safe. The positive and respectful relationships that they have with staff help make these important conversations meaningful without embarrassment. Students’ careful consideration of their future plans is backed up by meaningful careers support and enhanced by opportunities such as volunteering and student leadership.

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Attendance and behaviour Expected standard

Pupils attend school frequently, and those who find this more difficult are supported to recognise the importance of regular attendance and to attend more. Leaders are systematic in their tracking of attendance and are innovative in the help that they provide. As a result, school attendance is positive, including for pupils who may face additional barriers to their education.

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Attendance and behaviour Expected standard

The school prioritises positive and respectful relationships between pupils, families and staff. As a result, the school community has a shared understanding of expectations of conduct and behaviour. This means that the school is calm, both in lessons and at breaktimes. Pupils feel individually known. They respond positively to the school’s high expectations. They are respectful of each other and staff.

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Attendance and behaviour Expected standard

Should pupils have any concerns, they know whom to talk to. Pupils, staff and parents agree that bullying is unusual and would be quickly dealt with. The school’s inclusive approach to behaviour and attendance means that even the most vulnerable pupils can thrive. Where pupils find this the most difficult, the school’s bespoke support helps them develop the necessary skills and attitudes. Rightly, pupils value the pastoral support that they receive.

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Personal development and wellbeing Expected standard

Personal development and wellbeing are central aspects of the school's work. Pupils learn to keep safe, and learn about consent and positive relationships, through the wider curriculum and in tutorial activities. The school carefully tailors the personal development curriculum to pupils' needs. For example, as many pupils come to school on the train, they are taught about railway safety. Pupils develop an understanding of the importance of positive relationships. Pupils' spiritual education is enhanced through religious education sessions, as well as other personal development opportunities. Pupils take lessons seriously. However, some pupils' understanding of wider aspects, such as protected characteristics or fundamental British values, are less well developed. Leaders are aware of this and have plans in place to ensure that all personal development teaching is of the same impactful quality.

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Personal development and wellbeing Expected standard

Frequent checks help leaders to understand and identify where any pupils may need extra support. Pastoral care is impactful, and valued. This is because this is carefully tailored to pupils' needs and is delivered in a kind and helpful manner. Pastoral leaders routinely analyse any incidents or concern that pupils experience. They adapt the personal development curriculum to cover any aspects where pupils may be particularly vulnerable. Additionally, pupils with potential barriers to their learning can take part in individual or small- group sessions. These boost their knowledge and understanding of these important aspects. As a result, pupils are well prepared for life beyond school.

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Personal development and wellbeing Expected standard

Careers education is a strength of the school. As a result, pupils across the school, including the sixth form, develop wide-ranging and exciting plans for the future, meaning they are well prepared for their next steps.

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

Pupils achieve well and enjoy their learning. Pupils study a range of subjects and options which closely match their needs and interests. The curriculum supports them to steadily develop their knowledge over time. Pupils particularly value the way that their teachers carefully check their knowledge. Teachers provide personalised help to fill any gaps in knowledge that are found. Consequently, pupils do well at both GCSE and post-16 examinations. Should pupils have additional barriers to their learning, such as those with special educational needs and/or disabilities, the school is careful to understand these barriers. As a result, adaptations are highly effective in helping pupils to succeed and to minimise any barriers that may exist.

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

Staff are highly ambitious for pupils. They are committed to preparing pupils for their next steps. Pupils are very well informed about their future options. This inspires them in their everyday learning and extra-curricular activities. Students in the sixth form are particularly excited to learn about and explore the range of opportunities which await them as they progress through school and beyond. Increasing numbers of students are successful in accessing competitive apprenticeships and university courses, leading to exciting and diverse careers.

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

Pupils like to be at school. They attend and behave well. Pupils value the positive relationships they build with each other and staff. The extensive pastoral provision ensures that pupils receive any support that they need. Consequently, pupils feel safe and valued. Should pupils have any worries, a chat with one of the school’s support dogs is often enough to brighten their day. Pupils also report concerns to trusted adults. Bullying is rare. Pupils are confident that it, or any other derogatory behaviour, would be quickly and effectively addressed.

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Next steps

Leaders should ensure that the personal development curriculum is consistently impactful, leading to pupils being able to apply a broad and secure knowledge of aspects such as protected characteristics and fundamental British values to their daily lives and experiences. Leaders should continue to prioritise enabling all pupils to attend as frequently as possible, particularly those who are persistently absent, through the continued development and refinement of attendance support processes.

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About this inspection

This school is part of The Kemnal Academies 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), Russell Hobby, and overseen by a board of trustees, chaired by Catherine McGuinness.

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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

To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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About this inspection

Inspectors held meetings with the headteacher, senior leaders, the special educational needs and disabilities coordinator, trust staff, including the CEO and the chair of trustees, the chair of governors and other staff. Inspectors visited a sample of lessons, spoke to pupils about their learning and looked at samples of pupils’ work. Inspectors examined a range of documentation provided by the school, including leaders’ self-evaluation and improvement plans. Inspectors considered the views of parents and carers through Ofsted Parent View, including the free-text comments. They also considered the responses to Ofsted's online staff and pupil questionnaires.

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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 currently makes use of 3 registered alternative provisions.

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Team inspectors:

Julia Mortimore, Ofsted Inspector Nicky Archer, Ofsted Inspector Clive Dunn, His Majesty's Inspector Dan Walton, Ofsted Inspector Rachel Russell, 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. National average: 1,154

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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

2023/24 (final) 40.2% 45.9% 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) 44.3 46.1 Close to average

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national average

2023/24 (final) 46.1 45.9 Close to average

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national average

2022/23 (final) 43.4 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

2022/23 (final) 0.01 -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) 22.6% 25.8% Close to average

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national average

2023/24 (final) 18.8% 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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national average

2024/25 (final) 36.7 34.9 Close to average

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national average

2023/24 (final) 36.1 34.6 Close to average

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national average

2022/23 (final) 35.4 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) -0.34 -0.57 Close to average

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national average

2022/23 (final) -0.45 -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 (final) 31.88 35.00 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 (final) 0.2 0.0 Close to average

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national average

2023/24 (revised) 0.2 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 (3 term) 8.6% 8.4% 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) 9.8% 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) 25.9% 23.4% Close to average

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national average

2023/24 (3 term) 27.0% 25.6% 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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Urgent improvement

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

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