Hadlow Rural Community School

Hadlow Rural Community School

Address: Tonbridge Road, Hadlow, Kent, TN11 0AU Unique reference number (URN): 139697

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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 learn well across subjects. Leaders have recently improved the curriculum and the quality of teaching. Pupils demonstrate a secure understanding of important knowledge and technical vocabulary. The proportion of pupils with special educational needs and/or disabilities is very high. Many of these pupils have low starting points and attain in line with their peers nationally. They typically make positive progress in examinations at the end of key stage 4. Disadvantaged pupils achieve outcomes that are close to the national average. Well-planned interventions help pupils who have not secured the foundational knowledge in reading and mathematics to catch up quickly.

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Achievement Expected standard

At key stage 4, all pupils take qualifications in agriculture, countryside management or animal studies as part of the broad curriculum. These qualifications are not included in national statistics and this has an impact on headline figures. However, pupils achieve well in these subjects, which enables them to move on to positive destinations.

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Attendance and behaviour Expected standard

Leaders have developed an effective attendance strategy. They analyse attendance information to identify patterns and trends associated with low attendance. Leaders establish close working relationships with families to understand barriers to positive attendance. Initiatives reward pupils for improved attendance. Due to the school's rural location, leaders provide their own bus service to ensure that pupils attend regularly and on time. Where appropriate, the school engages with external agencies to enable pupils with complex special educational needs and/or disabilities to attend well. Consequently, attendance has improved and persistent absence has reduced.

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Attendance and behaviour Expected standard

Pupils are polite and respectful. They behave well in lessons and during social times. Classrooms are calm and purposeful. Pupils display positive attitudes to learning. Low-level disruption is rare. When pupils need to be reminded about leaders' high expectations, they respond quickly. Pupils report that bullying is not an issue for them. They are confident that staff would take swift action to resolve any concerns that they may have. Pupils who struggle to regulate their own behaviour benefit from thoughtful pastoral support that helps them return to their learning promptly. Consequently, suspensions have reduced, particularly for disadvantaged pupils.

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Curriculum and teaching Expected standard

Leaders have strengthened the curriculum and quality of teaching across the school. They have an accurate understanding of where teaching is more effective and where further consistency is needed. The curriculum is well planned and sequenced to suitable end points. The unique land-based curriculum provides a broad offer of challenging and exciting subjects that pupils enjoy learning.

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Curriculum and teaching Expected standard

Teachers demonstrate secure subject knowledge. They prioritise the teaching of technical vocabulary and provide frequent opportunities for pupils to apply this vocabulary in their verbal and written responses. Teachers typically use information about pupils' barriers well to adapt the curriculum to meet the needs of disadvantaged pupils and those with special educational needs and/or disabilities. In most lessons, teachers use questioning and checks on learning to identify where pupils' misconceptions remain. However, this is not done consistently well across the curriculum. As a result, some pupils continue to have gaps in their knowledge and understanding.

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Curriculum and teaching Expected standard

When pupils join the school with gaps in their foundational reading and mathematical skills, leaders quickly identify this and put appropriate support in place. This is particularly effective in key stage 3. Leaders are aware that further work is needed to ensure that they support pupils in key stage 4 with the same rigour.

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Inclusion Expected standard

Many pupils who attend the school have special educational needs and/or disabilities (SEND), are disadvantaged, or experience additional vulnerabilities. Leaders have created a welcoming, inclusive culture where decisions are made in the best interests of pupils. Pupils with vulnerabilities are well known and thoughtfully supported because leaders have established effective systems to identify individual barriers to success. Staff receive ongoing training to enable disadvantaged pupils and those with SEND to access the same ambitious curriculum as their peers. Teachers use information about pupils' barriers to provide adaptations that are typically effective in the classroom.

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Inclusion Expected standard

Leaders regularly review the provision for vulnerable pupils and adapt their approach when pupils' needs change. They work closely with families and external agencies to ensure that pupils with complex SEND needs receive specialist help. Young carers benefit from nurturing pastoral support that helps them to feel secure. Pupil premium funding is used carefully to provide targeted academic help. This enables disadvantaged pupils to achieve well through the curriculum. Funding is also used to subsidise a range of enrichment opportunities.

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Inclusion Expected standard

Leaders use alternative provision appropriately. They regularly review the suitability of each setting and maintain close oversight of pupils' achievement and wellbeing.

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Leadership and governance Expected standard

Leaders have an accurate and informed understanding of the school and the community it serves. They know the school's strengths and where further improvement is needed. They have taken effective action since the previous inspection to strengthen the curriculum and the quality of teaching.

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Leadership and governance Expected standard

Leaders make decisions in the best interests of pupils. They provide opportunities for pupils to learn a broad curriculum that includes challenging and exciting land-based subjects such as animal management, agriculture and countryside management. The qualifications that pupils gain in these subjects enable them to move on to positive and appropriate destinations. Leaders have responded well to the number of vulnerable pupils joining the school. They have prioritised professional learning for staff in adaptive teaching to remove barriers to the curriculum for pupils with special educational needs and/or disabilities. This enables these pupils to make very positive progress from their starting points. Trustees provide an appropriate balance of challenge and support. They maintain strategic oversight of the impact of leaders' actions to improve the provision for pupils. Trustees fulfil their statutory responsibilities. Their diligence contributes to the open culture of safeguarding

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Leadership and governance Expected standard

in the school. Trustees have high expectations for leaders and ensure leaders prioritise their own wellbeing.

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Leadership and governance Expected standard

Staff value the professional learning programme that leaders have designed. It is closely aligned to whole-school priorities while enabling staff to deepen their own subject expertise. A number of staff engage in national professional qualifications. Staff appreciate the support they receive from leaders to manage their workload. They are proud to work here.

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Personal development and wellbeing Expected standard

Leaders have developed a coherent personal development programme. This includes an appropriate programme for personal, social, health and economic education. Pupils learn important knowledge of personal safety, including how to be safe online. Pupils have a secure understanding of not sharing personal information through online apps and games. They learn about healthy relationships and sex education. Pupils know the importance of keeping physically and mentally healthy through a balanced diet and exercise. Pupils demonstrate respectful attitudes to difference and equality. Where there have been recent changes to the personal development curriculum, there are some areas where pupils' knowledge is not as detailed, particularly at key stage 4. These include some aspects of the citizenship curriculum and British values such as democracy.

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Personal development and wellbeing Expected standard

Careers provision is effective and prepares pupils well for their next steps. Pupils have the opportunity to meet a range of employers and further education providers throughout their time at school. Pupils in Year 10 participate in work experience. Leaders make thoughtful adaptations for some pupils with complex needs so they can fully experience the world of work. Pupils meet with a careers adviser and receive individualised guidance on how to achieve their aspirations.

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Personal development and wellbeing Expected standard

The enrichment programme is varied, with all pupils taking part in compulsory activities each week. Pupils develop their interests in British Sign Language, cooking, Warhammer, butchery and sports. Pupils further develop their talents in weekly clubs such as drama and music. Learning extends beyond the classroom through educational visits and residential trips to Barcelona and Iceland. Leaders use the pupil premium funding to remove financial barriers to participation.

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Personal development and wellbeing Expected standard

Pastoral support is a strength of the school. Leaders are proactive in identifying pupils who need support from the 'wellbeing hub'. Small group sessions help pupils to develop resilience and learn strategies to support them with positive mental health.

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

This is an inclusive school where pupils are proud to belong. Pupils enjoy their learning, particularly the broad offer of land-based qualifications. They learn the importance of responsibility by caring for the animals that live on the school site. Pupils spoke enthusiastically about this work. Pupils who face barriers to their learning typically benefit from effective teaching and appropriate adaptations to the curriculum. Across the curriculum, pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, generally make positive progress from their starting points. They go on to appropriate destinations when they leave school.

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

Pupils behave well. They are respectful of their teachers and their peers, reflecting the school's values of 'honesty, respect, community and self-discipline'. Pupils understand the clear expectations and consistent routines set by leaders. They socialise well together across year groups. Bullying and derogatory language are rare. When they do occur, staff act quickly. Leaders use these as learning opportunities to teach pupils about right and wrong. Pupils feel safe in school. They are confident that staff will take any worries they may have seriously. The vast majority of pupils attend well. Overall attendance has improved and persistent absence has fallen.

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

The enrichment offer is extensive and is an entitlement for all pupils. Pupils enjoy activities such as chess club, gardening, debating, Zumba and a range of sports. They learn to be resilient and independent by participating in the Duke of Edinburgh's Award scheme. Pupils develop skills of self-organisation by raising money for a range of local and national charities. There is a high take-up of clubs, activities and trips among disadvantaged pupils and those with SEND. A well-considered careers programme helps pupils to make informed choices about their next steps in education or training.

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Next steps

Leaders should ensure that highly effective teaching and assessment are embedded across the school so that all groups of pupils make positive progress and achieve more highly. Leaders should build on their work to further improve pupils’ attendance and reduce persistent absence. Leaders should ensure that the personal development programme helps pupils to acquire and remember detailed knowledge so that they are very well prepared for life beyond the school.

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About this inspection

This free school is a single academy trust, overseen by a board of trustees, chaired by Ian Chappell.

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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

The inspection took place on 15 and 16 September 2026.

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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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Lead inspector:

Stephen Cattell, His Majesty's Inspector

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Team inspectors:

Paul Grundy, His Majesty's Inspector Dijana Piralic, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 September 2026

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What does this mean?

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

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School capacity

Inspectors spoke with the headteacher, senior leaders, the special educational needs coordinator, staff and pupils as part of the inspection. The lead inspector met with members of the board of trustees, including the vice chair.

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School capacity

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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School capacity

The inspectors confirmed the following information about the school:

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School capacity

The school currently makes use of 2 registered alternative provisions.

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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 6 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 needs support 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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national average

2023/24 (final) -0.08 -0.03 Close to average

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national average

2021/22 (final) -0.28 -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) 20.0% 25.8% Close to average

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national average

2023/24 (final) 21.1% 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) 30.1 34.9 Close to average

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national average

2023/24 (final) 32.6 34.6 Close to average

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Disadvantaged pupils' Progress 8

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

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national average

2022/23 (final) -0.71 -0.57 Close to average

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national average

2021/22 (final) -0.80 -0.55 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

2023/24 (3 term) 9.4% 8.9% Close to average

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national average

2022/23 (3 term) 8.9% 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

2023/24 (3 term) 29.4% 25.6% Close to average

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national average

2022/23 (3 term) 28.7% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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