Rodborough

What Ofsted said

From the inspection on 9 June 2026

Rodborough School places a strong emphasis on the 5 Rs: respect, resilience, reflection, resourcefulness and responsibility, which form the bedrock of its pastoral system. Staff and pupils live out these values daily. Pupils enjoy coming to school and feel safe here. They value the positive relationships they have with staff and appreciate the support they receive. Pupils enjoy learning. Older pupils report that behaviour has improved, particularly since the headteacher joined in 2022. They say that bullying, including name-calling, is taken seriously and dealt with effectively. In lessons, they show determination to do well and engage positively. On the rare occasions when behaviour falls short of leaders’ expectations, pupils understand that spending time in the reflection room helps them to make more positive choices in the future. They value the support staff provide and make good use of quiet spaces, such as the library and The Cullum Centre. Typically, staff ensure that pupils receive the help they need to keep up with the curriculum. As a result, pupils’ achievement over time is above national averages, although some pupils who are disadvantaged do not achieve as well as they should. The school is inclusive. Its specialist resource provision, The Cullum Centre, supports pupils with special educational needs and/or disabilities. Pupils in the provision join lessons and interact with their peers for the majority of their day. Staff understand individual pupils’ needs and work to remove barriers to learning. These pupils achieve well in their Year 11 examinations. The school is also dedicated to providing pupils with a wide range of opportunities beyond the classroom to broaden and enrich their experiences. Rodborough pupils are well prepared to embrace opportunities, navigate challenges with resilience and contribute positively to society.

What the school should improve

• Leaders should ensure that the improvements that have been made in teaching are embedded across the curriculum so that all pupils can achieve well.
• Leaders should continue their work to secure consistently high attendance for pupils, including those who are disadvantaged.
• Leaders should ensure that a systematic phonics programme is fully embedded for those few pupils who require phonics teaching, so that they build their reading fluency.

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