Ravens Wood School

Highlights from Latest Inspection

Outcome

Ravens Wood School continues to be a good school.

What is it like to attend this school?

Pupils and sixth-form students appreciate the rich range of opportunities that Ravens Wood offers them. They are kept safe and feel well looked after.

They know that leaders will act swiftly if bullying occurs, although incidents are rare. Pupils know that, if they have a concern, they can talk with adults or report an issue using the agreed system.

The curriculum is ambitious, and leaders have high expectations for pupils' learning.

They ensure that the needs of pupils with special educational needs and/or disabilities (SEND) are met. They have carefully considered how all pu...pils will build their knowledge and understanding over time.

Behaviour around the school is orderly.

If behaviour falls below leaders' expectations, staff take prompt and effective action. Pupils are proud of their school. Sixth-form students are positive role models for younger pupils.

They take on a range of responsibilities, such as reading buddies, head students and diversity ambassadors.

Pupils and sixth-form students take part in an extensive range of activities and visits. Leaders have ensured that there is a very inclusive approach for pupils at the school.

For example, all pupils take part in at least one sports event to represent the school. The school's offer is designed to find something to match the interests and talents of all pupils.

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

The school's ethos, to 'learn, lead and excel', is embodied by the well-designed curriculum.

It matches, and often exceeds, the scope and ambition of what is expected nationally.

In most subjects, leaders have thought carefully about what they want pupils to know. The curriculum is ordered so that there are regular opportunities for pupils to revisit and consolidate what they have learned.

For example, in geography, pupils build their understanding of climate change through studying the impact on different regions of the world. Fieldwork is carefully sequenced to ensure that pupils can apply their learning outside the classroom. This helps older pupils to understand more complex issues, such as sustainability in local, national and international contexts.

Leaders provide high-quality support and subject-specific training for staff. Teachers have strong subject knowledge. They present information clearly and explain concepts effectively.

Most use activities that are designed to deepen and consolidate what pupils have learned. In many subjects, pupils, including those with SEND, develop a secure body of knowledge and skills in different subjects. This enables them to tackle increasingly complex learning.

In a few subjects, leaders do not ensure that pupils spend enough time learning or practising intended curriculum content. This means that pupils are not able to remember and apply the knowledge they have learned as securely in these subjects.

Pupils with SEND are well supported.

Leaders identify specific needs and ensure that this information is shared with staff. Teachers use this guidance well to make appropriate adaptations, which supports pupils to access the curriculum successfully. Some pupils are provided with extra help to support them with their reading.

This helps them to build greater confidence and fluency.

Staff have high expectations of pupils' behaviour. Leaders have recently made changes to the behaviour policy.

They have ensured that staff have had training and support so that behaviour is managed more consistently. As a result, lessons are rarely disrupted. Most pupils have positive attitudes towards their learning.

They are respectful and considerate of others.

Leaders have carefully designed the school's personal, social and health education curriculum so that it supports pupils' wider development. Pupils learn about how to stay healthy.

For example, the school's 'healthy heart curriculum' helps pupils understand cardiac risk. Pupils learn how to keep themselves safe, including when online.

Leaders prepare pupils and students in the sixth form well for the next stage of education, employment or training.

High numbers of pupils from Year 11 continue their studies in the sixth form. Visiting speakers provide useful information about different pathways, including apprenticeships and higher education. Through the school's specialist 'academies', students in the sixth form benefit from opportunities to broaden their knowledge and understanding of subject areas and careers.

Leaders have an accurate view of the school. They are sharply focused on what is working well and areas that need further development. The trust board and governors maintain effective strategic oversight of the school's work.

Leaders ensure that staff workload is considered when making changes. Staff are proud to work at the school. They appreciate the support from leaders for their well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that there are clear systems in place if staff or pupils need to report a concern. Staff are well trained and receive regular safeguarding updates.

They identify and assess risks to pupils' welfare effectively. They work closely with a range of external agencies, taking swift action if pupils need help.

Governors meet regularly with safeguarding leads.

They have received relevant training and are knowledgeable about the school's work. Pupils, including students in the sixth form, feel safe in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, teachers do not spend sufficient time embedding foundational knowledge.

This means that pupils do not remember subject content they have previously covered. Leaders should ensure that teachers cover units of work in sufficient depth, and that there are enough opportunities for pupils to practise previous learning.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually, this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in June 2018.