The Ravensbourne School

Highlights from Latest Inspection

What is it like to attend this school?

The school has undergone a period of rapid change. Leaders have taken decisive action to ensure that pupils feel safe and motivated to learn here.

Throughout the school, including in the sixth form, pupils are welcoming and respectful. They enjoy coming to school. Working relationships between staff and pupils are strong.

This is a positive place in which to work and learn.

The school has high expectations for all pupils, both in terms of how they behave and the curriculum they learn. Students in the sixth form benefit from a range of support and guidance that help them make the right choices for their courses of study and next steps.

They leave the ...school well prepared for their next stage in education, employment or training.

Pupils are calm and they work hard in lessons. They are taught to understand and value people's differences.

They are encouraged to keep themselves healthy both physically and mentally and taught to keep themselves safe, including when online. A wide range of clubs and activities is made available for pupils. All pupils in Year 10 and students in Year 12 take part in work experience opportunities.

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

School leaders and trustees have worked effectively together in order to make rapid changes to the school and to raise standards. Trustees provide support and challenge to leaders and bring strong skills and experience to the school. Staff are well supported with their well-being and workload.

The school's curriculum is ambitious. All pupils study the same curriculum. Pupils study a broad curriculum to the end of Year 9.

Subjects such as modern foreign languages, history and geography have increasingly high uptake at GCSE in Years 10 and 11. Increasing numbers of pupils study the English Baccalaureate subjects, including a modern foreign language. In the sixth form, students can choose from a variety of A-level and vocational courses, which are tailored to suit students' preferences and aspirations for their future studies.

Pupils are encouraged to read regularly in school by trained staff. Leaders ensure that book choices reflect pupils' interests so that pupils are motivated to read and their love of reading is fostered. Pupils who are reluctant readers receive reading support and encouragement from specifically trained students in Year 12.

The school has introduced checks in lessons to measure whether pupils have learned the curriculum that they have been taught. Teachers use information about pupils' learning to help them to plan future learning. However, there are times when teaching does not pick up pupils' misconceptions or check whether pupils have fully understood what has been taught.

As a result, some pupils are not as well prepared for the next steps in their learning as they could be.

The school ensures that there are effective systems in place to identify the needs of pupils with special educational needs and/or disabilities (SEND). Information is communicated to staff who have been trained to develop ways to support pupils with SEND.

However, sometimes, teaching is not routinely well adjusted to meet the learning needs of individual pupils.

Teachers have strong knowledge of the subjects they teach. In all lessons, teaching follows a consistent approach, which supports pupils to practise and become more independent in their learning.

Pupils are taught about various careers and the options available to them through the school's personal, social, health and economic curriculum. In Years 7 to 9, pupils have the opportunity to attend a range of enrichment activities, outings and visits, which include inter-year group competitions, careers events and visits to Greenwich Park, London and Brighton. In the sixth form, students benefit from careers guidance, support and advice.

The enrichment programme supports them in making decisions about their future lives and finances. Through the school's close links with Bromley Football Club, selected pupils have the chance to pursue their talents in football in a professional setting.

Pupils follow the school's clear rules and routines so that pupils learn with little disruption to their education.

Pupils attend school regularly and on time and are punctual to lessons.

Pupils attend a wide range of clubs, such as for cooking, the geography ambassadors club and a variety of sports clubs. They are encouraged to raise money for charities, including the local food bank, and for a local children's hospital.

Pupils are taught, in an age-appropriate way, about healthy relationships and how to form positive friendships.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils' understanding is not routinely checked in lessons.

This means that sometimes, pupils' misconceptions are missed and not addressed. The school should ensure that pupils' understanding is checked so that any misconceptions are identified and addressed and pupils are supported routinely well to develop and secure their understanding fully. ? Sometimes, teaching is not adapted to meet the needs of pupils with SEND.

Staff do not use the information they are given about pupils' individual needs routinely well. This affects how well these pupils access the curriculum. Leaders need to build on their work to support teachers, so that the information available is used fully to tailor teaching to meet the needs of all pupils with SEND.