Ofsted Boarding Report Summary

State school boarding is regularly inspected by Ofsted. Inspectors visit the boarding houses and hold meetings with governors, staff and students. They scrutinise documentation and analyse parental questionnaires, as they would in a whole-school inspection. In addition, when inspecting a boarding provision, the Ofsted Social Care Inspector interviews boarders, inspects the boarding houses and meets with managers.

Ripon Grammar School’s boarding provision was inspected by Ofsted in May 2017. Of the three categories reported on, all were graded ‘outstanding’. ‘How well children and young people are helped and protected’ and ‘Effectiveness of leaders and managers’ were both graded outstanding. The overarching judgement ‘Overall experiences and progress of children and young people’ was also graded outstanding.

Ofsted gave the school two hours’ notice of the inspection of its residential provision. Inspection evidence came from one-to-one and group discussions with boarders, analysis of written surveys received from boarders, parents and residential staff, discussions with residential staff, the Headteacher and Deputy Headteacher, assessment of the school’s policies and records, a tour of School House and Johnson House and observations of boarding routines.

The inspectors were very impressed with the overall leadership of the boarding provision, both in School House and in Johnson House. The policies employed and approaches adopted are under constant review and changes are made where necessary. Outcomes for boarders, in particular, are outstanding, reflecting outstanding outcomes in external examinations (at A-level and at GCSE) and post-school destinations. Boarders also develop a strong sense of independence as well as excellent social skills which prepare them very well for life beyond school.

You can read the full inspection report by clicking here but we have also listed a few highlights of direct quotes from the Ofsted report.

  • There is a strong boarding community that supports boarders to realise their full potential and provides them with a good springboard to the next step in life.
  • Boarders experience significant benefits to their independence, confidence, self-discipline, and personal and academic achievements.
  • The school environment is welcoming and friendly. Boarders make strong and lasting friendships. They enjoy a wide range of leisure activities.
  • Boarders’ behaviour is excellent and they are a credit to themselves and the school.
  • Leaders manage very well helping boarders to enjoy their time and develop their talents.
  • Senior staff ensure that the boarders’ individual needs are prioritised. There is excellent coordination between boarding staff, teachers and support staff responsible for health and special needs.

Compared to other schools in the local authority, nearly 30% more pupils from this school aim to go on to university.