Self-Evaluation Summary

At Sir Thomas Rich’s, we are committed to ensuring that our provision is as good as it can possibly be.

We have a rigorous programme of self-assessment, with each department and the whole school reviewing its practice on a continuous basis. While we judge out provision to be outstanding in all of the main areas, we are not complacent and seek to embed a culture of continual improvement.

The following Self Evaluation Summary contains some extracts from the school’s full self-evaluation document.

Pupils’ achievement - Suggested grade: Outstanding (1)

Pupils achieve at the highest level in their GCSEs. 67% of GCSE grades were 9-7 or A/A*. 99% of pupils achieved a standard pass in English Language and Mathematics, with 91% achieving a strong pass in both subjects. Pupils achieve well in EBacc subjects with an APS of 6.9 (even though History and Geography are not compulsory). Over 82% of students gained at least five top grades (9-7 or A/A*).

Pupils also make excellent progress. For example, in 2018 at GCSE the Progress 8 score (a measure of the value added since Year 7) was +0.59. This places the school in the top 10% of schools nationally for pupil progress. It puts STRS above the average for Grammar Schools nationally (which is +0.58 according to analysis by the Fischer Family of data Trust of data from the Grammar School Heads Association).

Source – Fischer Family Trust (FFT) Governor Dashboard – November 2018

In 2018 all pupils, except those taking full course RS GCSE, took RS short course in Year 10. Their achievement was excellent: 99% GCSE grades were grade 4 and above; 75% were at the top GCSE grades of 9-7. Top set mathematicians sat Additional Mathematics (FSMQ) in Year 11 alongside their GCSE Mathematics with 20 of them achieving grades A-C. Some gifted and talented pupils take Geology in Year 9, following extra-curricular tuition and independent study. Their achievement is very good. In 2018, all 15 pupils gained at least a grade B with 6 obtaining the top A* grade.

Standards have been maintained at a very high level (over 64% of GCSE grades were equivalent of grades 9 to 7 in every cohort since 2011) and all pupil groups (e.g. SEND, pupil premium, gifted and talented, ethnicity groups) are expected to make at least the same rates of progress. Evidence suggests that these standards are likely to be maintained in the future. For example, in Year 10 examinations, pupils’ attainment was very similar to the three previous years’ cohorts indicating that this high level of attainment at GCSE will be maintained in 2019. All pupil groups (e.g. SEND, pupil premium, gifted and talented, ethnicity groups) are expected to make at least the same rates of progress.

These groups are monitored closely and intervention measures are rapidly employed where any gaps in progress are identified.

Source – Fischer Family Trust Governor Dashboard – November 2017

Pupils with Special Educational Needs and Disabilities achieve highly. Between 2016 and 2018 there have been nine pupils registered as SEN at the end of Year 11 and they have Attainment scores which are significantly above the national average at an average of grade 6 and have all achieved English and Maths at grade 4+.

Pupil Premium pupils make very good progress. For example, between 2016 and 2018, the seven pupils in this category achieved an average Progress 8 score of +0.33. The pupil premium funding is used to offer bespoke support for pupils based on a detailed assessment of their needs.

Pupils with high, average and low prior attainment relative to the school’s entry criteria are identified and each group is monitored. Challenging learning activities and structured programmes that form the extended curriculum allow all pupils to achieve outstanding results.

Merits and commendations are awarded for outstanding achievement and contribution.

In order to continue to be outstanding we need to:
  • Consolidate attainment at GCSE in reformed specification
  • Improve attainment in A Level Sciences, MFL and Design

The Quality of Teaching

Pupils attain highly and make excellent progress because of the high quality of teaching. Teaching is very rarely less than good and is regularly outstanding. Teachers have excellent subject knowledge and communicate high expectations. Teachers regularly plan lessons in which provision is made for pupils to exceed their expected level of progress.

In the best lessons, the teachers’ excellent subject knowledge informs objectives which are linked to prior and future learning and challenge all pupils.


Carefully considered and memorable learning activities engage and challenge all pupils as well as support pupils with Special Educational Needs and Disabilities. In the best lessons, expectations are high and progress is visible, rapid and sustained. Questioning is used skilfully to check understanding, deepen learning and encourage higher order thinking; pupils are routinely asked to hypothesise, evaluate, justify. Plenaries are used very effectively by teachers to inform the next stage of learning and to encourage pupils to reflect on their progress.

Pupils’ resilience is developed; they are encouraged to take risks and think for themselves through a variety of learning activities. In the best lessons, pupils are robust, learn from their mistakes and take ownership of their learning. Behaviour for learning is outstanding. Pupils collaborate very successfully to support each other’s learning and are engrossed in and enthusiastic about their work. Low-level disruption is minimal. In the best lessons, there is a clear learning dialogue between pupils and between pupils and their teachers.

High quality formative and summative assessment informs teachers and pupils of progress and learning needs. Pupils are aware of the level at which they are working and how to improve. Pupils are routinely encouraged to take responsibility for their progress. Scrutiny of pupil work reveals that homework which challenges pupils is set regularly, marking is frequent, and constructive comments guide pupils to consider strengths and areas for improvement. Pupils routinely respond to feedback and are able to identify strengths and weaknesses in their own and in each other’s work.

The School has provided whole staff in-service training (28.2.13, 28.6.13, 2/3.9.13, 6.12.13, 27.06.14, 01.09.14, 05.01.15, 02.09.15, 04.01.16, 24.06.16, 01/02.09.16, 24/28.11.16, 02.01.17, 30.06.17, 25.11.17, 04.09.17, 24.11.17) to improve the impact of teaching on learning. Teachers take ownership of their professional development, which is informed by a rigorous staff appraisal process. This is linked to the Teachers’ Standards, salary progression and school improvement. Newly Qualified Teachers follow a structured programme of CPD in School and as part of a local consortium. PGCE have successful placements in Science, PE, Maths, Art, Geography, Music, RE, English, MFL, Design and Technology and have gained employment.

All pupils in Years 8-13 receive independent careers guidance so they are inspired and motivated to fulfil their potential. Pupils develop high aspirations and consider a broad and ambitious range of careers, training and higher education through individual support and guidance, which includes real-life contacts with the world of work.

In order to continue to be outstanding we need to:
  • Strengthen pupils’ response to teachers’ feedback
  • Improve quality of differentiation in lessons
  • Embed a whole school approach to improving pupils’ spelling, punctuation and grammar

Behaviour and Safety - Suggested grade: Outstanding (1)

Pupils’ behaviour and attendance are outstanding. For example, the 2017-18 absence rate in Years 7-10 was 3.8%, (3.7% in 2016-17, 3.8% in 2015-16, 3.7% in 2014-15, 3.5 % in 2013-14, 3.4% in 2012-13). Pupils make an outstanding contribution to the School and wider community through their involvement in a wide range of activities, such as School Council, ‘The Green Team’, House events, Charity committee, Prefects, Observators (senior prefects), School Captains, volunteering at The Milestone School as well as enjoying leadership opportunities in Sport, Drama, Music and other clubs and societies.


Detentions are issued weekly for poor behaviour, typically two pupils per week per year. Detention data is analysed termly by the Behaviour and Attendance Manager. The total number of pupils in behaviour detention has fallen annually. Supervised homework detentions are issued daily for non-production of homework typically less than 10 a day. Many pupils use the library on a voluntary basis to complete homework tasks. There have been no permanent exclusions since the last inspection.

Bullying, including homophobic and cyber bullying, is rare and dealt with highly effectively through the PSHE curriculum. In the most recent Parent Survey and Pupil Survey (Kirkland Rowell), control of bullying was given the highest performance figure of all whole-school issues, with every participant rating it highly. Pupils are proud of their school and show considerable respect for all members of the school community as demonstrated through SEAL surveys. Incidents of discriminatory and derogatory behaviour and language are rare and discouraged by an effective PSHE programme, assemblies and tutor time. Respect, courtesy and good manners are modelled by all adults.

All staff undergo regular training in safeguarding. The single central record is maintained. Detailed checks and vetting of all staff take place including appropriate procedures for appointing staff. As part of induction, new staff receive safeguarding training. The School works with other agencies to safeguard children. E-safety is taught through the PSHE curriculum to KS3 pupils. The School also holds an information evening about internet safety for parents of Year 8 pupils. Safety on school trips is ensured through detailed risk assessment and planning and comprehensive internal scrutiny.

In order to continue to be outstanding we need to:
  • Develop pupils’ resilience and promote their wellbeing
  • Further promote racial harmony and educate against extremism
  • Further reduce instances of low level disruption in lessons

Leadership and Management - Suggested grade: Outstanding (1)

The School has a clear vision which is shared by pupils, parents, teachers and governors. A concise annual school improvement plan with ambitious attainment targets and a broader 4 year development plan indicate a drive to continuously improve and maintain the highest levels of achievement and personal development for all pupils. Rigorous financial management underpins school improvement and ensures solvency and probity.

Effective school self-evaluation informs future planning. Every Department completes an annual SEF which includes examination results analysis, evidence of monitoring including pupil work scrutiny, curriculum development, outcomes of consultation with pupils, teachers’ professional development, and a development plan.


The School’s curriculum promotes a thirst for knowledge and a love of learning. A wide range of subjects provides opportunities for academic distinction.

The School has high expectations for all pupils, including those at risk of underachievement. Challenging attainment targets are set for each pupil in each subject using FFT. Progress towards these targets is tracked carefully through Order grades which are awarded for Effort and Attainment each half-term in every subject. Departments and Pastoral teams (Heads of Year and Form Tutors) review this data which is reported to parents. Pupils routinely reflect on their progress and take ownership for improving their attainment. This information will be used to develop a personalised learning and development plan for any pupil who is underachieving.

Governors bring a strong mix of expertise to the School, including legal, business, finance as well as educational experience. Governors regularly hold senior leaders to account through the active roles they play in Governor Committees such as Finance, Personnel and the Evaluation committee. Governors also ensure that School policies meet the needs of the School and they evaluate their impact and effectiveness through Governor Visits.

Learning and teaching is monitored and evaluated effectively through lesson observations, learning walks and pupil work scrutiny as well as discussion with pupils and analysis of data. Action is always taken to improve pupils’ engagement and progress.

Outcomes of pupil and parent surveys conducted independently every 3 years by Kirkland Rowell rate every subject strongly, and most as outstanding. Parent and pupil surveys rate every area of wider school life highly; almost all areas are rated outstanding. The overall rating from parents in November 2014 was 90%, where anything above 80% is considered excellent.

In order to continue to be outstanding we need to:

  • Continue to improve careers information education and guidance
  • Ensure that we put in place strategies to embed changes to Key Stage 4 and Key Stage 5 curricula to meets pupils’ needs and support them to realise their potential
  • Ensure June 2018 Kirkland Rowell Survey results are used to help formulate the 2019-20 School Improvement Plan
  • Continue to monitor quality of learning and teaching closely, evaluate performance and put in place appropriate strategies to secure further improvement
  • Improve A Level results

Sixth Form - Suggested grade: Outstanding (1)

The majority of our pupils progress from Year 11 into our Sixth Form (77% in 2018). The Sixth Form is mixed with a total number of 395 pupils in 2018 (246 males, 149 females; 191 joined us from elsewhere) and has slowly increased from 331 pupils during the last five years, highlighting our popularity.

2018 A Level results had a mean UCAS score of 127 on the new tariff (129 in 2017). 90% of grades were A*-C with 41% at A or A*. Our value-added at key stage 5 is usually above national expectations.


We monitor all groups of pupils to ensure that they make good progress.

Behaviour in the Sixth Form is outstanding with lesson observations highlighting a thirst for learning. Pupil attendance in the Sixth Form is also outstanding with pupils attending school 93.5% of the time excluding study leave.

A Level lessons are taught exclusively by subject specialists whose knowledge is outstanding. This expertise is evidenced by the searching questions teachers ask to deepen pupils’ learning and provide challenge, and teachers’ clear explanations. Pupils are routinely offered opportunities to take part in discussion and debate and are guided to present their thoughts and ideas with increasing sophistication, clarity and independence. Pupils’ work is regularly assessed.

Pupils in Years 12 and 13 are offered regular one-to-one support with all new pupils receiving individual interviews in their first half term of joining the School. Careers guidance ranges from timetabled Careers lessons in Year 12, whole year support to one-to-one interviews depending on need. A few pupils who seek employment or training after A Levels receive an individual action plan. A well-structured Higher Education Planning Programme ensured that 72% of pupils progressed to university in2018 with 67% of pupils placed at their first choice university. Support for gifted pupils who apply for Early Entry courses include tutor seminar preparation, one-to-one mock interviews and MMI practice. In 2017-18, 58% of Early Entry interview pupils were successful in gaining an offer from their first choice institution.

There is an outstanding range of extracurricular activities for sixth formers. Pupils gain from contributing to wider school life, including mentoring younger pupils. Pupils also support the wider community. There is an increasing provision of activities for our female pupils. There is a timetabled enrichment programme for Year 12 and 13, which covers a wide range of topics for example sexual health and relationships, drugs, safer driving and financial management.

In order to continue to be outstanding we need to:
  • Continue to improve preparation for Oxbridge candidates
  • Endeavour to improve the percentage of A*/A grades at GCE Advanced Level

Pupils’ spiritual, moral, social and cultural development – Suggested grade: Outstanding (1)


High quality assemblies have a very positive impact on pupils’ behaviour, academic attainment and their spiritual, moral, social and cultural development. RE makes an outstanding contribution to pupils’ personal and spiritual development and their education about and appreciation of other faiths. Pupils are able to justify their own ideas while providing detailed evaluation of the perspective of others and are aware of the dangers of extremism.

Outstanding coaching in Physical Education lessons and after school clubs, a comprehensive PSHE programme, together with effective use of the self-evaluation tools such as ‘The Gloucestershire Online pupil survey’ and ‘Healthy Schools’ audit ensures pupils’ physical wellbeing, and safety. PSHE/Citizenship lessons cover health and wellbeing, with the aim of developing emotionally confident and well-informed pupils. Sport is extremely strong. Up to 15 sports’ fixtures take place at weekends. These are regularly attended by parents. School teams compete in rugby (U18 NatWest/Daily Mail Cup Quarter-Finalists in 2016-17 & 2011-12, U15 NatWest Plate Winners in 2017, NatWest Vase finalists in 2016 and Daily Mail Vase finalists in 2012), soccer, cricket, athletics, swimming, netball, badminton, basketball, tennis, table tennis, cross-country and squash. Pupils achieve representative honours at county and international levels. This helps pupils’ social development.

Over 20 House competitions, as well as an extensive extracurricular programme, including The Duke of Edinburgh’s Award (most of Year 10 take part), Bridge, Chess, Brass Band, Jazz Group, Choir, Orchestra, Folk Group, Chamber Choir, String Group, Debating, Drama Club and whole school drama productions provides a myriad of opportunities for pupils to participate in school life beyond the classroom.

A large number of educational and extra-curricular visits provide opportunities for pupils’ social and cultural development. A comprehensive programme of events and visiting speakers enriches learning and personal development. Low-income families, including pupils who receive PP are financially supported so that they can take part.

The Year 7 and Sixth Form induction programmes are carefully constructed and delivered to ensure pupils settle quickly. Pupils are supported by comprehensive advice and guidance as they progress through the School. Careers advice, guidance and support ensures that pupils are well-prepared for the world of work. Work experience provides extended learning opportunities for pupils in Year 11 and the Sixth Form.

Pupils have many opportunities to develop their leadership and teamwork skills. For example, our Green Team has worked to reduce our energy bills and carbon footprint. Pupils have participated in National Mock Climate Change conferences and in the regional Magistrates Court Mock Trial Competition hosted by the Citizenship Foundation as well as School debates and elections to select a candidate to stand for Youth Parliament elections.

The School has developed extremely strong community connections. It is very well utilised by local groups outside school hours. Commercial Operations make an important contribution to the local area as well as the School’s finances. A well-established link with the Milestone (Special) School, Wednesday afternoon community service and weekly science lessons delivered to gifted Year 6 pupils, from Tredworth Junior School (in a socially deprived area of Gloucester) provide opportunities for pupils to contribute positively to the local community and broaden their knowledge of profound aspects of human experience.

A long-standing partnership with PMM School in Uganda where pupils visit every other summer (with 13 pupils participating in 2018) gives pupils an opportunity to understand the lives of the people in the developing world. In Founder’s Week, pupils organise fund-raising events, to sponsor the education of 20 girls at PMM. A nominated charity is supported each term. The handing over a cheque in a whole school assembly enables pupils to reflect on the importance of each charity’s work.

The school has a more comprehensive self-evaluation summary available on request. There is a considerable wealth of evidence in support of these evaluations. Departments also conduct their own self-evaluations which are discussed in detail with senior leaders.