Ribston Hall High School

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About Ribston Hall High School

Name Ribston Hall High School
Ofsted Inspections
Headteacher Mr Alec Waters
Address Stroud Road, Gloucester, GL1 5LE
Phone Number 01452382249
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character None
Gender Girls
Number of Pupils 878
Local Authority Gloucestershire
Highlights from Latest Inspection


Ribston Hall High School continues to be a good school.

What is it like to attend this school?

Pupils are proud to attend this school. They feel well cared for and describe Ribston Hall High School as being like a family. Many parents who responded to Ofsted Parent View say their child is happy and thriving at the school.

A minority of parents feel there could be an improvement in the communication between school and home.

Leaders have high expectations of what pupils can achieve. This includes pupils' academic outcomes, as well as the development of their character.

The school has the values of compassion and tolerance as themes running through the curriculum. Pu...pils talk about these as being important to them.

Pupils show positive attitudes to their learning in lessons.

Their behaviour around the school site is calm and respectful. Pupils say that bullying is rare. They are confident that leaders act quickly to resolve any incidents that do occur.

Pupils say they feel safe and have a trusted adult they can go to.

There are a range of extra-curricular opportunities for pupils. These include a variety of sports, art and music.

Pupils are excited about the return of theatrical performances. Many are attending auditions for the next school production.

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

The school provides a broad and balanced curriculum.

For example, pupils benefit from learning two modern foreign languages at key stage 3. Sixth-form students have a wide variety of courses to choose from.

In most subjects, leaders plan the key knowledge that pupils should learn well.

There has been careful thought about the order in which pupils learn this content. However, in some subjects, the sequencing of knowledge is less effective. This means that pupils do not build their knowledge successfully over time.

Overall, teachers use assessment effectively to check pupils' understanding. Most pupils are confident to use feedback to develop their knowledge further. There are a range of effective teaching strategies used to extend pupils' knowledge and understanding.

Where the use of assessment during teaching is less effective, teachers do not check carefully enough what pupils know and remember.

Leaders prioritise reading. Most pupils enjoy reading at school and at home.

Pupils have regular opportunities to read for pleasure. Sixth-form students use a range of academic reading materials to support their learning across the curriculum.

Leaders accurately identify pupils with special educational needs and/or disabilities early in their learning journey.

This ensures the needs of pupils are met across the curriculum. Pupils who were spoken to feel well supported with their learning and make progress through the curriculum in line with their peers.

Low-level disruption in lessons is rare.

Teachers have high expectations of pupils' behaviour in lessons. Pupils show a love of learning and are keen to offer their ideas in class discussions.

There is a rich personal development curriculum in place from Year 7 to Year 13.

This has been adapted to respond to pupils' needs due to the COVID-19 pandemic. Pupils learn how to stay safe when online. Pupils also learn how to manage conflict and understand their emotions.

Leaders invite parents to participate in workshops on key themes.

Staff encourage pupils to be individuals. The school celebrates the achievements of women throughout history and across the world.

This leads to pupils being ambitious about what they can achieve. Pupils learn about different faiths and cultures. The school is inclusive, and pupils say they have a voice and are listened to.

This includes boys spoken to in the sixth form. They say they feel part of the Ribston community.

Pupils benefit from a wide and varied careers programme.

They discuss their skills and interests with a careers adviser. Staff organise visitors to share examples of different careers. Students in the sixth form visit a convention to explore future academic and career opportunities.

The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

Leaders, including governors, understand their responsibility to support staff's workload. Most teachers say they feel supported by leaders and can talk to leaders about any concerns.


The arrangements for safeguarding are effective.

Leaders have clear processes to manage safe recruitment. All staff receive appropriate and regular safeguarding training.

This enables them to identify any pupils who may be at risk. Leaders then secure any necessary help quickly.

The school raises awareness among pupils of safeguarding risks.

Leaders react quickly to any local concerns and share advice with pupils.

There is an appropriate curriculum, and school-wide policies and practices, in place to educate pupils about sexual harassment, online sexual abuse and sexual violence.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A minority of parents and pupils feel that staff do not always communicate key messages or respond to enquiries in a clear and timely way.

This can lead to some parents and pupils not having the information they need to support the school effectively. Leaders should ensure that all parents and pupils receive specific and timely communication. ? In some subjects, teaching does not check pupils' understanding carefully enough.

As a result, some pupils are not able to build their knowledge successfully over time. Leaders should ensure that the use of assessment during teaching is consistently effective across all subjects.


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

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in June 2012.

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