Ofsted 2021

We are delighted to be celebrating the outcome of our recent Ofsted inspection that took place in September 2021. During the two days, inspectors visited lessons, met with staff and students, examined student books and explored the leadership of the school. The school was judged as being “good” in every category and therefore “good” overall.

The report commented on the noticeable pride staff and students have in the school, the quality of the academic and personal education provided and on the positive relationships and culture created to achieve this.

“I am extremely proud of our students, staff and parents for this achievement. It is the result of a great deal of hard work and reflects our commitment to provide an excellent all-round education where our students achieve superb qualifications and develop the skills and knowledge that will make them successful and valuable members of our global community.” Matt Nicolle – Principal

What Ofsted say about us:

  • Pupils and staff are very proud of their school. They say that this is a happy school. Staff care for pupils well. Older pupils recognise that the school has improved in the last four years. Pupils speak warmly of the support they receive.
  • Pupils and their parents and carers say that the school makes sure that pupils are safe.
  • Pupils know what bullying is and are confident that adults would deal with it appropriately, should it happen. Incidents of bullying are rare.
  • Pupils’ conduct is polite. They behave well in lessons and at breaktimes. There is a calm and orderly feel to the school.
  • The school’s values, ‘Redmoor DNA’, underpin the life of the school.
  • Staff have high expectations and pupils’ learning and progress. The climate for learning is positive and engaging.
  • Leaders are ambitious for everyone to do well in all aspects of school life. This is a school that serves its community well.
  • Senior leaders have improved the school since the previous inspection.
  • The principal has set out a clear vision and direction.
  • Leaders have ensured that the curriculum is broad in its scope. Subject leaders identify the precise knowledge and skills that they want pupils to learn.
  • Teachers use assessment well to determine what pupils have learned and refine plans for pupils’ next steps in learning.
  • Leaders are developing a culture that recognises the importance of reading and literacy.
  • Teachers support pupils with special educational needs and/or disabilities by adapting curriculum plans to meet their needs. These pupils receive effective support in lessons.
  • Leaders are addressing barriers to learning for disadvantaged pupils.
  • Pupils behave well. They conduct themselves positively around the school. They respond well to adults’ high expectations. Low-level disruption in lessons is very rare.
  • Leaders foster an inclusive ethos.
  • Leaders work to promote pupils’ personal development is strong.
  • Governors and trustees are mindful of staff welfare, especially during the COVID-19 pandemic. They are ambitious for all pupils and the school community

The Inspection Report is available to view here.