The Ravensbourne School Review 2026: Heritage Campus, Modern Sixth Form Options

A Grade II listed, neo-Georgian school site is an unusual starting point for a modern Bromley comprehensive, yet that contrast explains much of The Ravensbourne School’s appeal. The story begins in 1911, when Bromley County Grammar Schools opened in Hayes Lane, with buildings later extended in the 1930s in a way that preserved the original architectural style.

Today, the school sits within Orion Education and runs as a large, mixed 11 to 18 academy with a sizeable sixth form. The leadership structure is clearly set out, with Executive Headteacher (also described as Executive Principal) Mr M Ridley and Head of School Mr P Patel.

Parents should expect a school that blends community scale with structured routines, plus a sixth form that offers both mainstream academic routes and more specialised options such as the Bromley Football Club Academy pathway.

There is a strong sense of institutional continuity because the buildings tell the story. The Hayes Lane site grew from its 1911 foundations, and the 1930s expansion added signature spaces such as the Great Hall, alongside science facilities and a gymnasium. The school’s own history notes how the Great Hall’s design contributes to its acoustics, and how the original gym later became the War Memorial Library.

That heritage does not prevent the school from signalling modern intent. The “Vision and Values” page sets out an explicit purpose, “To unlock potential and inspire successful futures enabling social mobility”, supported by stated behaviours around ambition, integrity, and excellence. In practice, this reads as an expectations-led culture: clear routines at the start and end of day, plus a sizeable programme of activities before school, at lunchtime, and after school (more on that below).

Leadership stability is also part of the current feel. The latest Ofsted inspection records that a new headteacher was appointed and has been in post since January 2022. That timing matters because it anchors the school’s recent change narrative to a specific period rather than vague “ongoing improvement”, and it helps parents interpret recent academic and sixth form outcomes with appropriate context.

At GCSE, the data places The Ravensbourne School in the middle band nationally on outcome measures used in FindMySchool rankings. It is ranked 1,643rd in England for GCSE outcomes and 6th in Bromley, which is consistent with solid performance in line with the middle 35% of schools in England (25th to 60th percentile).

The Attainment 8 score is 48.4, while the Progress 8 score is +0.11. A positive Progress 8 score indicates students make above-average progress from their starting points across eight subjects. Entry to the English Baccalaureate is reflected in an average EBacc APS of 4.17, and 18.6% of pupils achieved grade 5 or above in EBacc subjects.

Sixth form outcomes, by contrast, sit in a weaker national band on FindMySchool’s A-level ranking. The school is ranked 1,844th in England for A-level outcomes and 5th in Bromley, which corresponds to below England average overall (bottom 40%).

In A-level grade distributions, 0.96% of grades were A*, 7.69% were A, and 33.17% were B. The combined A* to B figure is 41.83%, compared with an England average of 47.2% for A* to B. Interpreted plainly, students are more likely than average to achieve mid-range grades, and less likely than average to achieve the very top grades, although outcomes can vary by subject mix and cohort size.

The most useful way to understand teaching at The Ravensbourne School is to look at how the curriculum is described: ambitious, broad through Year 9, then increasingly exam-specialised. That matches the admissions policy emphasis on a comprehensive intake and the Ofsted report’s description of a school with high expectations and a strong focus on curriculum access for all.

Subject pages provide additional specificity. In Science, the department describes structured sequencing, knowledge organisers, and deliberate timing for more abstract concepts later in Key Stage 4. The same page also signals enrichment that supports high-attaining pathways, including a Year 12 physicists visit to CERN and an A-Level BioMed Club that includes mock interviews and external speakers.

Support structures link Key Stage 3 and sixth form in a particularly practical way. The Maths Mentoring club is designed so Year 7 students work with Year 12 maths mentors during form time, using a structured activity book to build confidence and underpin foundations. For families, the implication is that sixth formers are not just recipients of support, they are part of the delivery model, which can strengthen a school-wide academic culture when it is well managed.

The school has a sixth form, so parents will naturally ask about post-16 and post-18 pathways. Official destination data for the 2023/24 leavers cohort shows 48% progressed to university, 24% moved into employment, 5% started apprenticeships, and 4% went into further education.

Oxbridge outcomes are modest in absolute numbers, which is typical for large comprehensives that serve broad prior attainment ranges. In the recorded period, there were two Oxbridge applications and one acceptance, recorded at Cambridge. The implication is best described as “possible, but not typical”: students aiming for Oxford or Cambridge will need strong prior attainment and sustained support, while the wider destination picture suggests that employment and vocational routes are also meaningful parts of what “success” looks like here.

Within the sixth form offer, there are clear signposts for students who want a more defined pathway. The school highlights sixth form support features such as UCAS guidance, careers programming, EPQ mentoring, and mindset support, and it also offers a Bromley Football Club Academy option for students seeking an education-plus-football model.

Year 7 admission is framed around a clear published admission number and prioritisation criteria. The Ravensbourne School’s admissions policy for 2026/27 states that where applications exceed the 240 Year 7 places available, priority is given (in order) to looked after children, then siblings, then children of staff, then proximity measured by straight-line distance using the local authority’s system.

For families applying for September 2026 entry, Bromley’s published timetable is clear: applications open on 01 September 2025, the closing date is 31 October 2025, and the national offer day is 02 March 2026. Those dates are fixed points, and they matter because distance-based allocation is only meaningful if the application is submitted on time and supported with correct address evidence.

Sixth form admissions are described separately. The admissions policy states an overall Year 12 capacity of 330, with internal progression for existing students who meet general entry requirements, and a minimum of 100 places available for external candidates. It also sets general thresholds of at least five grade B GCSEs for an A-level pathway and at least five grade C GCSEs for a BTEC pathway, with course-specific requirements applying on top.

For parents trying to interpret “chance of a place”, FindMySchool’s Map Search tool is the practical next step, particularly for distance-led oversubscription. It allows families to check their home-to-school distance precisely and keep expectations realistic when demand is high.

The January 2024 Ofsted inspection rated the school Good overall and graded the sixth form provision Good, alongside Good judgements for quality of education, behaviour and attitudes, personal development, and leadership and management.

In the report narrative, inspectors described a school where pupils feel safe and motivated to learn, relationships between staff and pupils are strong, and behaviour in lessons is calm with pupils working hard.

Beyond inspection evidence, the school publishes an explicit safeguarding statement that emphasises a “protective ethos”, staff training, and encouraging students to speak up about concerns. For parents, the key practical question is how concerns are handled day-to-day. The published safeguarding framing, combined with clear routines and visible student support programmes (Lexia Literacy club, Maths Mentoring club, and targeted high prior attainer sessions), suggests a school that tries to operationalise pastoral support rather than leaving it as a set of values.

Extracurricular life at The Ravensbourne School is unusually well-documented, which is helpful for families who want more than generic claims. The enrichment overview highlights a programme that includes performing arts, sport, languages, art and technology activities, computing, Lego modelling and construction, and debating clubs, plus a track record of educational visits and residential opportunities (examples given include Krakow, Barcelona, Disneyland Paris, and Hastings).

The published clubs timetables add the specificity parents often struggle to find. Lunchtime options include Model United Nation (MUN), Pride Club, Show Choir, Coding, DJ Club, Science Club, Geography in the News, and a Statistics and Mechanics session for sixth formers, alongside practical clubs such as crochet and boardgames. After school, the list includes Bio Med Club, a Python Programming Club (Year 8 and above), choir, band practice, and several sport strands including football, rugby, basketball, netball, and table tennis.

Subject-led enrichment also appears to be a feature, not an add-on. Science describes a Year 7 Science Museum trip and an organised visit to CERN for Year 12 physicists, alongside the A-Level BioMed Club. The implication for students is that enrichment can be linked to progression, whether that is academic competitiveness (EPQ, UCAS support) or vocational clarity (work experience expectations across Year 10 and Year 12 are referenced in the inspection report).

The published school-day structure is precise. Line-up begins at 08:10, form time starts at 08:15, and the school day ends at 14:50, with extracurricular activities listed from 15:00. For families planning travel and after-school supervision, this earlier finish compared with some secondaries is worth factoring into routines.

Transport-wise, a practical anchor is the Hayes Road / Hayes Lane bus stop, served by routes including 119, 146, and 314. The school is also recognised on TfL’s Travel for Life programme as Gold Accredited for the period Sep 2023 to Aug 2026, which aligns with an emphasis on safe, active travel and travel planning.

For events, the school has previously stated that parking may be unavailable on site or on surrounding roads during open evenings, and encourages families to plan a walk-in approach.

• Sixth form outcomes sit below England averages. The A* to B rate of 41.83% is below the England average of 47.2%. For students targeting highly selective courses, it is sensible to ask detailed subject-level questions at open events and consider the fit of available pathways.

• Admission is distance-led once priority criteria are satisfied. The Year 7 oversubscription model moves quickly to proximity after looked after children, siblings, and children of staff. Families should assume competition for places and use tools such as FindMySchool’s Map Search to ground expectations in real distances.

• The school is operating at scale. Official records show a capacity of 1,330 with a reported pupil number above that figure. Large cohorts can bring breadth of opportunity, but they also require strong systems to keep behaviour, homework, and communication consistent.

• Change has been a recent feature. The January 2024 inspection narrative describes a period of rapid change, with decisive leadership actions. That can be positive, but it can also mean policies and routines evolve quickly, which some students find challenging during transition.

The Ravensbourne School offers a genuine comprehensive intake on a distinctive historic site, combined with clear routines and unusually transparent extracurricular documentation. GCSE outcomes look steady for a school of this type and size, and the breadth of clubs and subject enrichment suggests plenty of ways for students to find a niche. Sixth form outcomes are weaker relative to England averages, but there are defined pathways and published support structures that will suit many learners.

Who it suits: families seeking a structured, large, mixed Bromley secondary with strong enrichment choice and a sixth form that provides multiple routes, including vocational options and a football pathway. The primary hurdle is admission, and the key question for sixth form applicants is subject-fit and the realism of intended progression routes.