Richmond School & Sixth Form College

What Ofsted said

From the inspection on 3 February 2026

Pupils at Richmond School and Sixth Form College are safe and happy. They are part of a community and enjoy positive relationships with staff and their peers. Pupils know where to go when they need extra help. Students in sixth form are excellent role models for younger pupils. Pupils access a wide range of opportunities to enhance and extend their experiences. They participate in a range of enrichment clubs, such as orchestra, chess, textiles and rock school. Many pupils excel in sports such as athletics, rugby and dance. Pupils take part in meaningful education visits to theatres, cities and places of heritage. They engage with their local community in projects such as the restoration of a local building. Pupils, including students in sixth form, connect with universities and employers to explore their future options and build their aspirations. Many previous pupils return to share their experiences beyond school. Pupils behave well. They show kindness and respect towards staff and each other. Pupils benefit from clear rules and expectations, which are consistently applied. Bullying is not tolerated and is dealt with effectively. Pupils value their school and education. Most pupils attend regularly. Pupils access a broad and balanced curriculum across a range of subjects. They enjoy their learning. Pupils typically benefit from high-quality teaching that supports them to develop their knowledge over time. Most teachers adapt the curriculum to meet the needs of all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities. Pupils typically achieve well in national examinations at the end of key stage 4 and in sixth form. They are well prepared for their next steps.

What the school should improve

• Leaders should ensure that teachers consistently make skilful adaptations in lessons and interventions to successfully remove barriers to learning so that pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), consistently achieve well, as reflected in above-average outcomes in national tests and examinations over time.
• Leaders should continue their work to improve attendance and reduce persistent absence of pupils, particularly those who are disadvantaged and pupils with SEND.
• Leaders should ensure that pupils, including those who are disadvantaged and those with SEND, are supported to develop the skills that they need to successfully manage their emotions and resolve conflict in order to reduce the rates of suspensions.

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