Curriculum Organisation
The curriculum at Ranelagh School is designed to reflect our Christian vision of being “one body”, where every individual is known, valued and empowered to flourish.
Our curriculum from ages 11–16 delivers the full breadth of the National Curriculum as well as Religious Education, in addition, our curriculum from 14–18 provides an increasingly personalised and aspirational pathway that meets the needs, interests and aptitudes of all students.
At Key Stage 3, students study a rich range of academic, creative, practical and physical subjects which provide strong foundations for future learning. The curriculum includes English, Mathematics, Science, Geography, History, Religious Education, Modern Foreign Languages, the Arts, Physical Education, Computing, Food and Product Design, alongside PSHE. This breadth reflects our commitment to nurturing the whole person and ensuring that all students encounter a wide range of experiences through which they can explore their interests, strengths and aspirations.
Teaching groups in Key Stage 3 are predominantly mixed ability, reflecting our belief in dignity, inclusion and the value of learning together as one community. Students are encouraged to collaborate, think critically and develop empathy and respect for others through shared learning experiences. Appropriate setting is used in Mathematics to ensure suitable challenge and support for all learners.
At Key Stage 4, students continue to study a common core curriculum including English Language and Literature, Mathematics, Science, Religious Education, PSHE and Physical Education, whilst also selecting option subjects that reflect their individual interests, talents and future aspirations. We encourage students to maintain a broad and balanced curriculum so that they continue to develop academically, creatively, spiritually and socially. The options system is open and students are able to choose their subjects freely, enabling them to select subjects that will enable them to flourish. Students do not have to select from option blocks and they are not compelled to follow an EBacc. pathway, being able to select their preferred Science, Humanities and Arts options. Those who regularly speak another language at home are supported to gain additional qualifications outside of the taught curriculum, celebrating the diversity of experiences and cultures represented within our community.
The Key Stage 4 curriculum is designed not only to secure strong academic outcomes, but also to develop character, responsibility and informed decision making. Citizenship, ethical reflection, wellbeing and preparation for adult life are embedded through PSHE, Religious Education and wider curriculum experiences.
At Key Stage 5, students are offered a wide range of academic and vocational pathways which enable them to pursue excellence in subjects suited to their interests, aspirations and future ambitions. Alongside specialist study, all sixth-form students engage with Religious Education, PSHE and Physical Education, reflecting our belief that education should continue to support spiritual, moral, physical and personal development alongside academic achievement.
Enrichment
The extensive enrichment programme at Ranelagh is a significant expression of our vision. Through music, sport, drama, leadership opportunities, clubs, trips, careers encounters and other activities, students are encouraged to discover new gifts, serve others and develop confidence and a sense of belonging. These non-qualification experiences ensure that flourishing extends beyond academic achievement and reflects our commitment to educating the whole person.
Curriculum evaluation
We rigorously evaluate the effectiveness of the curriculum to ensure it fulfils our vision and enables all students to flourish.
We assess impact through:
- Analysis of student attainment and progress data across all groups
- Curriculum review and evaluation
- Lesson visits, learning walks and work scrutiny
- Student voice and feedback
- Monitoring participation in enrichment and wider opportunities
- Post-16 and post-18 progression and destinations data
- Analysis of attendance and behaviour data
Leaders consider not only academic outcomes, but also how effectively the curriculum develops character, confidence, resilience, aspiration and belonging. We seek evidence that students are becoming thoughtful, compassionate and responsible young people who are equipped for future learning, employment and service.
Particular attention is given to ensuring that all students, regardless of their background or starting point, experience success and feel valued within the school community.
Supporting vulnerable and disadvantaged students
Our Christian vision compels us to ensure that every individual is known, supported and enabled to flourish. Inspired by Jesus’ ministry of inclusion, compassion and hope, we are unrelenting in our support for students who are vulnerable or disadvantaged.
The curriculum is designed to remove barriers to participation and achievement through:
- Adaptive teaching and appropriate academic support
- Equitable access to enrichment opportunities and educational visits
- Careful transition support
- High aspirations and personalised guidance
- Inclusive classroom practice which ensures every voice is valued
We recognise that flourishing looks different for different individuals. Therefore, we seek to nurture dignity, compassion and hope in every student, ensuring they are empowered to recognise their strengths and fulfil their potential as valued members of our community.
