Mark Rutherford School

What Ofsted said

From the inspection on 11 November 2025

Leaders, staff and pupils at this school have changed its culture and ethos since the last inspection. Pupils routinely display the school's core values. They behave extremely well and exhibit a deep respect for each other. A strong community feel pervades every aspect of school life. Pupils are prepared well for life outside of school. Older pupils take on the mantle of role models. They support younger pupils to settle into school and feel part of the Mark Rutherford family. Positive, warm relationships exude from every aspect of school life. Pupils, including those with special educational needs and/or disabilities (SEND), value how well their teachers know them as individuals. They share successes eagerly with staff. Staff enthusiastically respond, sharing pride in pupils' achievements. If pupils need help or have worries, they know there is always someone there to help them. This helps pupils feel safe. It provides a safe environment that pupils attend regularly and often. This helps pupils thrive academically and socially. Pupils are motivated to achieve their best. They relish, and readily take on, the challenge of learning. Pupils with SEND, especially those who attend the specialist resource base 'The Nightingale Centre', flourish in this school. Staff use their expertise to support pupils to overcome their individual barriers to success. Consequently, most pupils achieve well, reflected by outcomes in national tests. However, post-16 students have not historically achieved well. Leaders have increased expectations, improved teaching and provided clearer support and guidance for staff. These are having a positive impact on students' learning. Students are now learning more and achieving better outcomes. Pupils with SEND are fully integrated into school life. They take part, alongside their peers, in a wide range of extra-curricular activities. Some pupils represent the school in the myriad sports on offer. Others take advantage of opportunities to perform in concerts or dance shows.

What the school should improve

• Leaders should ensure that their strategies to improve how well students learn and achieve in the post-16 provision become embedded. Leaders and governors must maintain their robust oversight and ensure that improvements are enacted swiftly where needed.
• Leaders should ensure that the new writing curriculum is delivered consistently well and improves the quality of pupils' writing.

Read the full Ofsted report (opens in a new tab)