Rickmansworth School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, including students in the sixth form, experience a high quality of education at Rickmansworth School. Leaders set exceptionally high expectations for pupils' work, personal development and behaviour. Pupils are very happy and highly enthusiastic about attending school.

The broad curriculum engages all pupils, including those with special educational needs and/or disabilities (SEND). Pupils demonstrate mature attitudes to learning. Classrooms are strong learning communities.

While pupils develop independence, they also support each other to learn the important information they need to know and remember.

The six 'Ricky Rs' form the backbone of the schoo...l's culture. Staff reward pupils when they demonstrate these values.

This results in pupils becoming resourceful and resilient individuals.

Pupils' behaviour is exemplary. They clearly understand the expectations and conduct themselves responsibly.

Pupils are safe. They develop strong friendships with each other and very positive relationships with teachers.

Pupils, including students in the sixth form, strongly value the range of activities that support their learning.

Trips, both in the UK and overseas, visitors to school and a wide range of enrichment activities in school all help pupils to apply their learning in the world around them.

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

A highly ambitious curriculum is in place for all pupils, including those pupils with SEND. A broad and rich curriculum prepares pupils exceptionally well for the next steps in their education.

As a result, they achieve exceptional outcomes throughout the school up to the end of key stage 4.

Students can study a wide range of courses in the sixth form. However, more recently introduced curriculum areas are not taught with the high levels of consistency seen elsewhere in the school.

As a result, students do not currently perform as highly in this small number of subjects.

Subject leaders have consistently set out the most important information that they want pupils to learn. Expert teachers break learning into small steps, which helps pupils to become self-reliant.

This creates a buzz in classrooms, where pupils learn for themselves and with each other. Teachers regularly check what pupils know. Pupils act on teachers' feedback, and this helps them to improve.

Leaders use effective checks to identify where pupils have not learned as well and make changes to improve future teaching.

There is a strong culture of reading in the school. Pupils read a wide variety of texts.

Those pupils who struggle to read fluently when they join the school receive the right support to help them build their confidence. This includes help from sixth-form students, who volunteer time to support lessons. Those who struggle to read fluently catch up quickly.

Pupils with SEND benefit from expert teaching and resources that securely match their individual needs. Staff are well trained to support pupils with SEND extremely well. They successfully help these pupils to develop their resilience and independence.

As a result, these pupils access the same ambitious curriculum and achieve as highly as their peers.

A purposeful atmosphere permeates all areas of the school. For the small number of pupils who do struggle with their behaviour, there is strong pastoral support, which helps them to make changes for the better.

Low-level disruption is very rare. Pupils and sixth-form students display a strong commitment to their learning, and they take pride in their work.

The school provides exceptional support for pupils' personal development.

Pupils develop self-confidence and a secure understanding of the world around them. For example, a high number of pupils take part in the Duke of Edinburgh's Award scheme. Pupils embrace the chance to take on leadership responsibilities.

Their work helps the school to achieve awards. Pupils choose and raise money for local charities that help people with cancer, and they support people with disabilities to access the performing arts.

Pupils have a secure knowledge of equality, diversity and tolerance.

One pupil captured this by saying, 'This is a place where you can be yourself.' Pupils are ambitious about their future. They access a programme of careers information and guidance that prepares pupils of all abilities and interests very well for their next steps.

The school constantly strives to ensure that all pupils in all lessons receive the highest possible quality teaching. Governors provide a balance of support and challenge that helps leaders to evaluate the curriculum well. This ensures that the provision for pupils is outstanding.

Staff feel highly valued. In particular, they have high praise for how leaders look after their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.