Rainham Mark Grammar School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this school appreciate that their teachers are passionate and highly knowledgeable about their subjects. There is a strong focus on academic success in the school but creative and practical subjects are also highly valued.

Pupils feel safe in school. Behaviour in lessons is focused and pupils feel that their teachers listen to what they have to say. Bullying is not common at the school and is dealt with quickly when reported.

Pupils appreciate that there are a range of different people they can speak to if they are worried. They say that the majority of pupils at the school are kind to each other. They are taught about diversity and are prepared well for lif...e in modern Britain.

Pupils have access to a wide range of extra-curricular activities from Years 7 to 13, which reflect their broad range of interests and ambitions. The arts are a particular strength. Talking about school productions, one pupil said, 'They are big events that bring the whole school together as a community.'

However, not all pupils are aware of what is on offer and many say they do not attend any clubs or activities. They are excited to see that the full range of sports teams are returning following the pandemic.

Most parents would recommend the school and say their children are happy there.

One parent reflected the views of many in telling us, 'My children are thriving at the school and are thoroughly enjoying secondary school life.'

What does the school do well and what does it need to do better?

Change in leadership has brought about a renewed focus on the school's curriculum. Leaders have considered what pupils should learn in each subject and in what order.

This means that what pupils learn in Years 7 to 11 prepares them well for sixth form. Leaders are ambitious about what pupils should know and remember as they progress through the school. They have provided training for teachers that draws on research about what makes teaching effective.

They have rightly thought about strategies that benefit all pupils including those with special educational needs and/or disabilities (SEND). Some of the initiatives they have introduced are not yet fully embedded. Leaders have put in place well-considered training to ensure that the quality of teaching is more consistent across all lessons.

Leaders have been slow to identify a small number of pupils who need more help with their reading. As a result, these pupils have had limited support to enable them to catch up with their peers. Leaders recognise that this work needs to be more urgent and they are in the process of making improvements.

Pupils benefit from an effective programme of personal, social, health and economic (PSHE) education. School leaders have ensured that the lessons pupils receive are relevant to pupils and prepare them well for life in modern Britain. Pupils talk knowledgeably about topics such as healthy relationships, consent and the dangers of addiction.

As part of this programme, pupils receive some careers education. This is supplemented by opportunities to meet with employers and representatives from colleges and universities. This work is particularly effective in the sixth form and pupils appreciate the support they receive with specialist career pathways or applications to higher education.

Some pupils in Years 8 to 11 do not take up the school's offer of a personal careers interview and so are not as well informed as other pupils about the next steps available to them.

Pupil leadership and mentoring opportunities are a strength of the school. Students in the sixth form enjoy opportunities to support younger pupils.

Some of this support is academic, but students are also trained to provide social and emotional support to those who need it.

Behaviour in school is calm and orderly, especially in lessons where pupils focus well and are keen to learn. Sometimes there is more boisterous behaviour at lunchtimes but leaders deal with this well and have put in place effective strategies such as increased supervision.

Incidents of discrimination or harassment between pupils are rare. When they do occur, leaders look into them quickly and respond effectively to make sure they are not repeated.

Trustees and governors understand their roles well and are determined to bring about improvements in the school.

Working alongside leaders, they have established a clear vision for the school's next steps which is rightly focused on the quality of education pupils receive and their personal development. They recognise that there is a need for a more strategic approach in a number of areas and are in the process of bringing this about quickly and sustainably. Leaders have managed the pace of change in the school well.

Staff feel supported and valued. They say their workload is properly considered when leaders make decisions or introduce new ideas.

Safeguarding

The arrangements for safeguarding are effective.

Leaders prioritise safeguarding in the school. Policies are clear and implemented effectively. All staff receive formal training and regular updates so that they know how to identify concerns.

They use their training well and report issues, even when they seem minor. Leaders act quickly when children need help. They are persistent in securing support and working with external agencies.

When appointing new staff, leaders follow safer recruitment processes closely and carry out the necessary pre-employment checks. Governors look at these records and check that safeguarding systems are effective in school. Pupils learn about how to keep themselves safe through a carefully considered PSHE programme.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have introduced a number of changes in relation to the curriculum and the way it is delivered. They should continue with their plans for training staff and evaluating the effectiveness of this work. This will help to make sure that some of the excellent practice in the school becomes more consistent and benefits all pupils.

• Leaders have been slow to identify those pupils who need more help with their reading. They should make sure that this is a greater priority and these pupils are identified as a matter of urgency in Year 7. This will mean that support can be put in place more quickly to help these pupils catch up with their peers.

• Not all pupils benefit from personal careers guidance because leaders have not made sure this is compulsory. Leaders should ensure that all pupils receive a personal careers interview before the age of 16. This is a statutory requirement so that all pupils are encouraged to consider their next steps and future employment.

• Not all pupils are aware of the school's extra-curricular clubs and many do not take part. Leaders should think strategically about how to increase participation and monitor the impact of this work. This will ensure that as many pupils as possible benefit from the wide range of opportunities already provided by the school.