Ruislip High School

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Ruislip High School opened its doors in September 2006. The school converted to academy status in 2014 and has been graded outstanding in both Ofsted inspections it has received.
Our vision is to ensure that we build upon our excellent foundation and continue to provide students with the very best secondary education available.
Through exciting learning opportunities, RHS students become ambitious, enthusiastic, resilient, responsible, and self-motivated to achieve their maximum potential both in and beyond the school community.
Ruislip High offers students a diverse range of opportunities both in and outside the classroom (refer to the additional information insert for a comprehensive list). As a school, we are proud to offer the Duke of Edinburgh Award at all levels – Bronze, Silver, and Gold. Our Arts, Healthy Schools, International and Sport marks reflect our commitment to developing each individual as a ‘whole person. We offer a broad range of offsite visits to enrich the curriculum and are committed to allowing all students to experience a residential trip. We believe that students continue to develop their self-esteem and pride through their achievement in lessons and their commitment to enrichment activities, especially when they have to face new challenges
Ruislip High School is unique in being a new comprehensive, community school whose genesis related to demand in Ruislip for an outstanding school. Our new building, with unrivaled facilities, reflects the founders’ dream to create a school that aims to develop students from ‘grass roots’ and allows them ‘to reach for the sky. We are a school both in and for, the community. We strive to be the best school we can be for our community and are determined to educate all our students so that they can fulfill their undoubted potential.
“We aim to develop confident, independent, flexible thinkers and learners, who can respond positively to the ever-changing global environment.” Our students take genuine pride in their school, both in terms of the community and its environment they speak fondly and highly of the Ruislip High staff and are proud of their uniform in terms of what it stands for. We believe that students need to take responsibility for their learning and their actions.
We recognize that secondary school years are full of challenges for students, especially in terms of the transition to each Key Stage. Our primary-secondary transition program is an example of how we work closely with our local primary schools to ensure a successful transition for all students this involves visits by Ruislip High staff in the summer to every feeder school, individual meetings with Year 6 families, and Ruislip High staff, as well as a full induction day in July for Year 6 students followed by a separate parents’ meeting. In terms of Year 9 options, we fully support students in their decisions when for the first time they have a choice in which subjects they will study at GCSE level. We have set up four pathways for students to support them in the decision-making process and use the parents’ evening at the beginning of the Spring Term to inform parents of the various options. The Ruislip High School Sixth Form started in September 2011, with our first cohort of students. We support students with individual meetings to help them with their choices. We are delighted that external students have been keen to join our Sixth Form, which is growing from strength to strength.
We work closely with parents and have fostered an open and reflective relationship through our annual parental questionnaires and termly parents’ focus groups. Also, we are fortunate to be supported by The Friends of Ruislip High School, who have shown a commitment to the school since its early beginnings. We also ensure that our students have an established and meaningful ‘voice’ through subject focus groups, student questionnaires, our perfect bodies, and the school council. It is through students’ positive engagement and sense of ownership that the school has gone from strength to strength.

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