Ralph Allen School Review 2026: Top-Performing Bath Comprehensive

When Fergus Feilden returned to his alma mater, the school embarked on an architectural renaissance that would transform its sprawling 1950s campus. Ralph Allen School, named for an 18th-century Bath philanthropist whose entrepreneurial vision shaped Georgian Bath, opened in 1958 to serve the south-eastern edge of the city. Today it educates approximately 1,300 students aged 11-18, surrounded by green sites managed by the National Trust, and has earned recognition as the Times Best Comprehensive School in the South West for 2025. With Ofsted rating it Good in March 2024, strong GCSE and A-level results consistently above England averages, and six Oxbridge acceptances last year, Ralph Allen punches well above the comprehensive sector average. The school sits in the top 25% of England's schools for GCSE results (FindMySchool ranking), placing it among the strongest comprehensives nationally.

The school's three core values — Respect, Teamwork, Personal Best — form the visible bedrock of daily life. Students appear genuinely proud of their school, actively embodying its ethos rather than merely reciting it. The atmosphere balances academic rigour with a warm, accessible culture where high expectations feel achievable rather than punitive. Parents consistently describe the school as friendly and enthusiastic, with staff who listen.

Nathan Jenkins became headteacher in September 2024, arriving with new senior team members focused on supporting the full range of pupil needs. His appointment marked a fresh chapter for the school, particularly around inclusion and literacy development. The Palladian Academy Trust, the school's umbrella organisation, provides close support across staff training and wider-school initiatives. Students talk about expectations, celebrations, and traditions — language that suggests belonging rather than mere compliance.

The physical environment reflects deliberate architectural thinking. The 2010s masterplan, guided by ex-student Fergus Feilden and his practice Feilden Fowles, has yielded four major buildings: the timber-framed Lee Centre (2012), the Rose Building with cross-laminated timber construction (2014), the Dining Hall (2019), and the Katherine Johnson Building housing the Mathematics department (2020). Rather than obliterate the original 1950s character, these new structures sit thoughtfully alongside it, creating landscaped courtyard gardens and outdoor teaching spaces. The newest Katherine Johnson Building features eight bright dual-aspect classrooms, each overlooking either courtyard gardens or the Cotswolds valley beyond. Specialist facilities include dedicated Science classrooms, a photography dark room, and an all-weather pitch. The school is currently developing a revised masterplan aligned to carbon neutrality by 2030.

GCSE Performance

Ralph Allen's 2024 GCSE outcomes place it firmly in the top 25% of schools in England (FindMySchool ranking: 1042 out of 4,593). The school achieved an Attainment 8 score of 53.8, reflecting solid progress across eight key qualifications, and a Progress 8 score of +0.34, meaning pupils make above-average progress from their starting points.

Breaking down individual grades: 31% of GCSE entries were grades 9-7 (the highest bands), well above the England average of 21%. At grades 5 and above (considered a strong pass), over 50% of entries reached this threshold. English Baccalaureate entries stood at 26%, showing solid take-up of the sciences, languages, and humanities combination.

What these figures tell families: Ralph Allen achieves outcomes that rival selective schools, while accepting all applicants. The school's results reflect consistent, year-on-year improvement and a curriculum structured to challenge across the ability spectrum.

A-Level Performance

Sixth form results in 2024 were equally impressive. The school ranks 419th in England for A-level attainment (FindMySchool ranking), placing it in the top 25%. The A* to B percentage reached 69%, substantially above the England average of 47%. Specifically, 14% achieved A*, 22% achieved A, and 33% achieved B grades. These figures reflect depth of understanding and genuine mastery rather than grade inflation.

The cohort size allows for genuine one-to-one support at post-16 level. Over 80% of sixth formers stay with the school from Year 11, creating continuity and enabling pastoral teams to know students across five years. The school offers approximately 26 A-level subjects, including options like Classical Greek, allowing specialised depth.

In the most recent measurement period, 14 students applied to Oxbridge; six received offers and six were ultimately accepted. One student secured a Cambridge place; five went to Oxford. These figures represent a strong track record for a comprehensive school. Beyond Oxbridge, the extended university pipeline is solid, with students regularly progressing to Russell Group institutions including Durham, Bristol, Exeter, and Edinburgh.

In 2023-24, 37% of sixth form leavers progressed to university, 35% entered employment, 8% pursued further education, and 2% started apprenticeships. The school maintains a comprehensive careers programme beginning in Year 7, ensuring all students think strategically about post-18 pathways from the outset.

The curriculum is ambitious and well-sequenced. Ofsted noted that pupils focus actively on their learning, and the school has deliberately structured knowledge progressions to build depth. Teachers maintain high subject knowledge, and lessons balance direct instruction with active learning opportunities.

The Tutorial programme extends beyond pastoral check-ins; it includes peer mentoring, philosophy and ethics, and weekly themes aligned to school values. Year 10 students undertake a mandatory work experience placement, strengthening career readiness. Personal, Social, and Health Education covers topics from financial literacy to relationship education, delivered thoughtfully rather than formulaically.

Students identified as requiring additional support benefit from the Ralph Allen Achievement Centre (TRAAC), which provides targeted intervention. Staff are trained to differentiate lessons, ensuring pupils with SEN/D can access the broad curriculum rather than being sidelined into narrow provision. The school acknowledges recent areas for development: enhanced support for pupils with diverse needs and a renewed focus on reading culture, both of which feature in the school's strategic priorities.

The school operates a house system providing pastoral continuity. Tutors remain with their groups across year groups where possible, allowing meaningful relationships to develop. The teaching team actively monitor wellbeing; weekly assemblies and form times include mental health themes. Lunchtime and after-school support includes peer mentoring schemes and drop-in advice services. Duke of Edinburgh participation is encouraged, with uptake strong across year groups.

Behaviour expectations are clearly defined and consistently applied. Ofsted found that pupils feel safe and bullying is promptly dealt with. The school's focus on celebration — house points, achievement assemblies, rewards — means positive behaviour is visibly valued.

Ralph Allen's extracurricular offer is genuinely broad and accessible. The school reports that over 80% of students participate in at least one club, suggesting genuine inclusivity rather than a narrow élite provision.

Music: A Significant Strength

The school's music programme is a defining feature. A Jazz Ensemble operates alongside traditional orchestral and choral provision. The biennial theatre productions demonstrate this breadth: recent performances of Guys and Dolls and Oliver engaged whole-school casts, suggesting music is genuinely embedded rather than the preserve of specialists. Music tuition is available for individual study. The annual sixth form carol contest (mentioned in recent school communications) indicates sustained musical culture through to post-16.

Drama and Performance

School productions are ambitious and frequent. Beyond the biennial major productions, drama clubs run throughout the year. Students speak excitedly about performance opportunities, and the Ofsted report specifically praised drama's role in engaging the whole school community. A proposed new multipurpose theatre and drama studios (outline planning approved) will further enhance capacity when built.

STEM and Technology

Lego Robotics clubs operate for younger students, introducing problem-solving through design and engineering. Science enrichment extends beyond the classroom: recent news items include Year 11 trips to Hinkley Point nuclear power station, combining industry context with applied learning. Computer Science and i-Media sit alongside traditional sciences, reflecting curriculum breadth. Subject-specific clubs in Mathematics and Sciences provide extension for higher attainers.

Sports Provision

The school competes at county and regional level across multiple sports. Recent achievements include Year 8 indoor athletics becoming county champions at South West team finals, and competitive swim teams competing in high-profile events at schools like Millfield. Badminton, rugby, netball, football, and athletics feature prominently. The all-weather pitch enables training continuation through winter weather. Multi-sport engagement is encouraged; the PE curriculum is compulsory at Key Stage 4, broadening participation beyond traditional school sport stereotypes.

Creative Writing and Literature

Creative Writing clubs run termly, encouraging students to develop voice and experiment with form beyond English Literature requirements. The school's renewed focus on reading culture includes subject-specific clubs, acknowledging that literacy underpins all learning.

Community and Service

Students participate in community service projects, including tree-planting with the National Trust and food bank donations. The Bath Beat walking and running event, hosted annually at Ralph Allen School, brings 400 community members together and raises significant funds for school projects. This public-facing event elevates the school's local profile and demonstrates student investment in wider wellbeing.

Clubs and Accessibility

Over 30 clubs operate across the school year, and — crucially — all are free to join. No registration fees or compulsory charges apply. Students need only turn up; the school manages attendance. This removes financial barriers to participation, ensuring genuine breadth of access.

Admissions at Year 7 are oversubscribed. In recent cycles, the school received approximately 611 applications for 200 places — a 3:1 ratio. This fierce competition reflects the school's strong reputation and accessible location (south-eastern edge of Bath, adjacent to Combe Down village). The school operates non-selective admissions, allocating places to first preferences by distance. No entrance tests or interviews determine entry; proximity to the school gates is the primary mechanism.

Sixth form entry is more selective. Students applying from other schools must meet subject-specific entry requirements; internal Year 11 students typically progress if they achieve broadly Grade 5+ at GCSE in chosen A-level subjects. Approximately 280 students sit in the sixth form across two year groups.

For families considering the school: verify distance from home, as the last distance offered in previous cycles has been tight due to oversubscription. Bath and North East Somerset Local Authority coordinates primary admissions; the school coordinates sixth form applications directly.

The school day runs 8:50am to 3:20pm. Sixth formers have slightly different timetables reflecting A-level provision. No on-site breakfast or after-school care is advertised, though the school's wide catchment (serving Bath and surrounding villages) means many families use local transport provision. Parking is available but limited; the school advises parents to explore park-and-ride options or active transport. The campus is accessible by bus; local walking routes are established.

Uniform is compulsory at Key Stages 3 and 4; sixth formers follow a dress code (business casual) rather than full uniform. The Friends of Ralph Allen School (RASA) organises social events and fundraising; recent activities include band nights and quiz events. Catering is on-site with options for students with dietary requirements.

Oversubscription and Distance. Entry is fiercely competitive. Families relying on school proximity should verify current distance thresholds with the school and Local Authority before assuming a place. Year-to-year variation is common.

Reading Culture Development. While Ofsted praised many aspects of the school, it also identified reading culture as an area requiring deeper coherence. The school has acknowledged this and is implementing a renewed focus; families should expect this to be a visible priority in 2025-26.

Inclusion for SEN/SEND Pupils. Recent Ofsted feedback noted that support for pupils with additional needs has been insufficient, though the new leadership team is actively addressing this through enhanced communication and differentiation training. Families with children requiring significant additional support should discuss provision carefully during transition meetings.

Campus Size and Navigation. The school is large (1,300+ pupils) and physically spread across a significant site. Younger pupils may take time to navigate social dynamics and physical geography; transition support aims to ease this.

Ralph Allen School delivers genuinely excellent education within a comprehensive, non-selective model. Results, culture, and teaching quality rival many selective alternatives, while the school remains welcoming to all applicants across the ability spectrum. The architectural transformation has created a contemporary learning environment without erasing the school's history. Strong leadership, clear values, and visible investment in student wellbeing create a climate where ambition feels inclusive rather than exclusive.

The school suits families across Bath and surrounding villages who want rigorous academics within a supportive, mixed-ability community. It is particularly appropriate for families who value inclusive education, broad extracurricular provision, and consistent student progress rather than selective pressure. Best suited to families within reach of the school's catchment who value both academic rigour and genuine pastoral care.