|Name||Redland Green School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||04 May 2016|
|Address||Redland Court Road, Redland, Bristol, BS6 7EH|
|Religious Character||Does Not Apply|
|Number of Pupils||1472 (50% boys 50% girls)|
|Number of Pupils per Teacher||17.8|
|Academy Sponsor||Gatehouse Green Learning Trust|
|Local Authority||Bristol City of|
|Percentage Free School Meals||4.2%|
|Percentage English is Not First Language||9.3%|
Information about this school
Redland Green School is a larger-than-average secondary school. The school became an academy in October 2012 in partnership with the sixth form, formerly known as Redland Green 16–19. The provision for the sixth form currently works in a formal partnership with Cotham School. The joint provision is known as the North Bristol Post-16 Centre. The school shares the site with Claremont Special School. Most pupils are from White British backgrounds. The proportion of pupils who are eligible for support through the pupil premium funding is below the national average. This is additional government funding to support pupils who are eligible for free school meals and those who are in the care of the local authority. The proportion of pupils who have special educational needs or disability is below the national average. The proportion with a statement of special educational needs or an education, health and care plan is slightly above the national average. The school is working with the local authority in Bristol to further improve and develop the city-wide provision for high-quality secondary education, particularly for the most vulnerable pupils. The school’s headteacher is currently supporting other headteachers in the city through her leadership of the Bristol Association of Secondary Headteachers. The school uses alternative providers for a very small number of pupils: Bristol Hospital Education Service, Bristol Gateway School, The Park Community Centre and South Gloucester and Stroud College. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is an outstanding school Achievement across the school, including the sixth form, is outstanding. Standards have been well above the national average across a wide range of subjects for some time and are being sustained for current pupils. The headteacher’s leadership is fundamental to sustaining the high levels of performance. Her vision, commitment and drive to achieve the very best education for each pupil within the school are commendable. Leaders across the school share and support the headteacher’s vision. Consequently, the school’s ethos of ‘Respect, Ambition and Responsibility’ permeates throughout. Leaders’ personalised approach to each pupil’s growth and development forms a central part of their focus. This highly effective personal development has a profound impact on pupils’ attainment. Most pupils make exceptional progress across a wide range of subjects. Leaders’ plans are further improving the achievement of disadvantaged pupils and those who have special educational needs or disability where it is not yet as strong. Most pupils leaving the school are extremely well prepared for the next stage of their education, training or employment. Learners in the sixth form are highly articulate about their future plans. Many are successful at gaining places at the most prestigious universities. Staff have high aspirations and expectations for pupils. The professional relationships they form with their pupils are highly conducive to learning. Pupils are polite, mature and show a mutual respect for adults and each other. They display a strong sense of belonging and fully enjoy their time at the school. They are very proud to be a member of the school. Teachers’ subject knowledge and passion for their subjects are used to engage most pupils exceptionally well in their learning. Learners in the sixth form benefit from highly personalised programmes of study, excellent teaching and other non-qualification activities. Learners are well prepared for their next steps. Governors know the school well and continually provide excellent challenge to senior leaders to improve the quality of education for pupils. Governors have a clear vision for the school’s future direction. Adults provide high-quality additional support for vulnerable pupils beyond day-to-day lessons. However, information from these sessions is not routinely used by teachers to follow up pupils’ learning in lessons.