Sir Thomas Rich's School

What Ofsted said

From the inspection on 9 December 2025

There is a well-established tradition of being a ‘Richian’ that permeates the school. Pupils wear their uniform with pride. The culture of the school is caring and ambitious. In Year 12, many external students choose to join the large sixth form. Leaders take care to welcome new pupils and students fully into the school community. The culture here is one of belonging and community. As a result, pupils flourish. The personal development of pupils threads alongside the academic learning. Pupils thrive through a wide range of established opportunities designed for their personal growth. Students provide excellent role modelling to younger pupils. They embody and share the values and ethos of the school. For example, older students script and produce the house pantomime in which younger pupils eagerly perform. High-quality performance and participation through sports, such as rugby or playing in the jazz ensemble, develops pupils' and students' talents and interests across a broad spectrum. At key stage 4 and key stage 5, pupils are academically ambitious. They benefit from high-quality experiences in the arts as well as core subjects. Students develop curiosity and maturity. They progress towards their chosen pathways of study in readiness for their future ambitions. They progress significantly well in their chosen subjects. They are thoroughly prepared, both academically and more widely, for their next steps. Pupils value and enjoy their experience of school. Attendance is high. During social times, pupils interact well. They feel safe. Incidents of bullying or derogatory behaviours are unusual and rare. They behave kindly and calmly. Pupils enact the values and high expectations of the school, such as kindness and respect for each other and the community in which they belong.

What the school should improve

• Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming barriers and challenges, in order to drive a transformational impact for all pupils. This includes disadvantaged pupils, those with special educational needs and/or disabilities, those who are known (or previously known) to children’s social care, and those who may face other barriers to their learning and/or wellbeing.

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