The Ravensbourne School

Name The Ravensbourne School
Ofsted Inspection Rating Good
Inspection Date 30 September 2014
Address Hayes Lane, Bromley, Kent, BR2 9EH
Phone Number 02084600083
Type Academy
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 1677 (60% boys 40% girls)
Number of Pupils per Teacher 16.0
Academy Sponsor Education For The 21St Century
Local Authority Bromley
Percentage Free School Meals 13.3%
Percentage English is Not First Language 9.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes, our last distance offered data is FREE

Information about this school

The Ravensbourne School converted to become an academy school on 1 April 2011. When the predcessor school, also called the Ravensbourne School, was last inspected, it was judged to be good overall. This was the first inspection of the school since it became an academy. The school is larger than the average size secondary school. The proportion of students from minority ethnic groups is slightly higher than the national average,with small proportions of students from a variety of minority ethnic backgrounds. The proportion of students who speak English as an additional language is lower than the national average. The proportion of students with special educational needs is greater than the national average. The proportion of students known to be eligible for the pupil premium, which is additional government funding provided for disadvantaged students, is higher than the national average. A small number of students who have medical needs receive off-site alternative education provision provided by the local authority’s home and hospital tuition team. The school has a specially resourced provision for students with special educational needs, funded by the local authority. This supports students with specific learning difficulties such as dyslexia. The school has a facility, ‘the Ravensbourne Environment Learning Centre’, which is used by subject areas to aid delivery of the curriculum at all key stages. The school meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. The majority of Year 11 students, including disadvantaged students, make good progress from below-average starting points. GCSE results in nearly all subjects are above the national average and achievement in English and mathematics is particularly strong. The leaders of the school and those responsible for its governance have steadily improved the school over a number of years and are passionate about making it even better. Students, staff and parents and carers are overwhelmingly postitive about the school. Strong relationships and effective systems for support lead to a real sense of community. Teaching across the school is good due to the high levels of students’ engagement and effective performance management. The behaviour of students in and around the school is outstanding and a source of pride for all. Students conduct themselves exceptionally well. They are respectful of each other and staff at the school. Students are kept extremely safe. The very small numbers of incidents of bullying are dealt with swiftly by the school. The systems for ensuring the safeguarding of students are exemplary. The sixth form is good. It provides a broad curriculum that enables students to achieve well and to move on successfully to a wide range of destinations. It is not yet an outstanding school because: There is inconsistency in the quality of marking across the school. Where feedback is provided to students, it is not always acted upon by them or monitored by teachers. While disadvantaged students make good progress, the gaps in their achievement compared to other students in the school are not closing. The level of challenge provided by teachers varies too much across the school. This means that too few of the more-able students achieve the highest grades. The monitoring and evaluation carried out by those responsible for governance in the school are not systematic enough.