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Robert Bloomfield

Self-Evaluation & Ofsted

At RBA, we are committed to ensuring that our provision is as good as it can possibly be through constant self-evaluation and stakeholder feedback. 

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 our provision to be outstanding in all of the main areas, we are not complacent and seek to embed a culture of continual improvement.

At the foot of this page, you can download our Framework for Excellence, which details our Programme of excellence and self-evaluation processes.

If you are visiting RBA as an inspector or an external guest to conduct a SIA review, please ensure you have read our visitor information section 


Quality of Education (Outstanding)

Curriculum Intent

All pupils have access to a broad and rich curriculum that aims to develop self-discipline, a thirst for learning, enquiring and creative minds, and an appreciation of our heritage. The curriculum is ambitious and designed to ensure that all pupils can access the knowledge, understanding, and cultural capital they need to succeed in life.

Pupils’ resilience is developed through the curriculum and the School’s approach to learning. Pupils are encouraged to take risks and think for themselves, to learn from their mistakes, and take ownership of their learning.

The rationale for our curriculum design is clearly set out in our curriculum pages. 


Curriculum Implementation

Our 4 year journey from Y5-8 ensures that our pupils study a broad curriculum, including two modern foreign languages.  Pupils are taught in mixed-ability groups except where setting has led to improved outcomes, for example, in mathematics and English.

Reading is facilitated and encouraged within and outside the curriculum to develop pupils’ fluency, confidence, and enjoyment and allow them to access the full curriculum offer.

Carefully considered and memorable learning activities help pupils to embed and use knowledge effectively as well as develop their understanding of key concepts. Lessons engage and challenge all pupils as well as support pupils with Special Educational Needs and Disabilities to apply their knowledge fluently.

Questioning is used skilfully to check to understand, deepen learning and encourage higher-order thinking; pupils are routinely asked to hypothesise, evaluate and justify. Questioning is used very successfully to offer challenge and extension, develop the skills of critical analysis and promote independent thought.

High-quality formative and summative assessment informs teachers and pupils of progress and the next steps in learning. Pupils are guided to consider strengths and areas for improvement. Pupils routinely respond to feedback and identify strengths and weaknesses in their own and in each other’s work.

Careers advice, guidance and support ensure that pupils are well-prepared for the world of work and are inspired and motivated to fulfill 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.


Behaviour and Attitudes (Outstanding)

Pupils’ behaviour and attendance are outstanding. Lesson observations indicate that pupils cooperate exceptionally well with each other and with teachers. Pupils are typically enthusiastic about learning and engrossed in their work. They are punctual to lessons and courteous to each other around the school site.

Action is always taken to address deal with incidents swiftly, effectively and comprehensively. Pupils are proud of their school and show considerable respect for all members of the Bloomfield community. Incidents of discriminatory and derogatory behaviour and language are rare and discouraged by an effective PSHE and SMSC programme, assemblies, and tutor time. Respect, courtesy, and good manners are modelled by all adults.

There have been no permanent exclusions since the last inspection. Fixed period exclusions are well below national averages. We have had 0 Fixed Term exclusions this academic year. 

Staff work very hard to keep pupils safe and free from harm. They know and understand the individual needs of pupils and any associated risks. 


Personal Development (Outstanding)

Pupils make an outstanding contribution to the School and wider community and develop their teamwork and leadership skills through their involvement in an exceptional range of extra-curricular activities. This leads to strong personal development.

A large number of educational visits, of which many are residential, provide rich experiences and opportunities for pupils’ social and cultural development. Low-income families, including pupils who receive Pupil Premium, are financially supported so that they can take part.

Pupils are well prepared for their 'next stage’. They are given careful guidance on GCSE choices and beyond.  The Year 5 induction programme is carefully constructed and delivered to ensure pupils settle quickly. Pupils are supported by comprehensive advice and guidance as they progress through the School.

The School has developed extremely strong community connections. It is very well utilised by local groups outside school hours. 


Leadership and Management (Outstanding)

The School has a clear vision which is shared by pupils, parents, teachers and governors. A concise annual School Development Plan with ambitious attainment targets indicates a drive to continue to improve and maintain the highest levels of achievement and personal development for all pupils.

Senior leaders oversee consistent improvement across the school.The school improvement team in BEST ensures that the targets set for RBA are challenging, rigorous and rooted in effective external evaluation. 

Effective school self-evaluation informs future planning. Each Department completes an annual audit and review of impact that includes results analysis, evidence of monitoring including lesson observations, pupil work scrutiny, curriculum development, outcomes of consultation with pupils, teachers’ professional development, and a development plan.

Rigorous financial management underpins school improvement and ensures solvency and probity.

Learning is monitored and evaluated effectively through the triangulation of findings from lesson observations, learning walks and pupil work scrutiny, as well as discussion with pupils and analysis of data. Action is always taken to improve outcomes by ensuring that teachers’ subject knowledge and pedagogical repertoire is developed throughout their career.

CPD is informed by a rigorous staff appraisal process linked to the Teachers’ Standards, salary progression and school improvement. Whole staff training is delivered at key points in the year and supplemented by bespoke CPD based on individual need and at specific points in a teacher’s career.

The School has secured excellent appointments and retained, through career development, the best teachers. If ever present, underperformance is challenged and appropriate strategies are put in place to support colleagues.

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 the scrutiny of the School Development Plan. Governors also ensure that policies meet the needs of the School and they evaluate their impact and effectiveness through Governor visits.