Ringmer Community College Closed

Name Ringmer Community College Closed
Website http://www.ringmeracademy.org.uk
Ofsted Inspection Rating Inadequate
Inspection Date 11 January 2017
Address Lewes Road, Ringmer, Lewes, East Sussex, BN8 5RB
Phone Number 01273812220
Type Secondary
Age Range 11-19
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 608 (53% boys 47% girls)
Number of Pupils per Teacher 13.5
Percentage Free School Meals 17.1%
Percentage English is Not First Language 1.2%

Information about this school

Ringmer Community College is a smaller-than-average secondary school. It has been an academy since August 2011. King’s Group Academies became the school’s academy sponsor on 1 December 2016. The sixth form caters for a small number of pupils in Year 13. No pupils were admitted to Year 12 in September 2016. The sixth-form provision is supported by a strategic partnership with Roedean School. The proportion of pupils who are supported by the pupil premium is slightly below the national average. Most pupils are from a White British background and there is a very low proportion who speak English as an additional language. The percentage of pupils in the school who have special educational needs and/or disabilities is well below the national average. The school offers specialist provision for pupils who have special educational needs and/or disabilities. Two places are offered each year via the local authority for pupils who are identified as having high needs. The proportion of pupils in the school who have a statement of special educational needs or an education, health and care plan is well above the national average. The headteacher who was in post at the time of the previous inspection in April 2014 left the school in May 2016. The school is currently led by an acting principal. A new principal is due to join the school at the end of February 2017 and the chair of governors took up her post in mid-December 2016. A small number of pupils in key stage 4 attend Plumpton College on a part-time basis as part of their curriculum provision. In 2015, the school met the floor standards for what the government expects pupils to achieve by the end of Year 11. The school does not meet requirements on the publication of information about the Year 7 literacy and numeracy catch-up premium funding on its website. The school does not comply with Department for Education guidance on what academies should publish about governors’ information and duties, and the Year 7 literacy and numeracy catch-up premium funding on its website.

Summary of key findings for parents and pupils

This is an inadequate school Leaders have not acted effectively to ensure a high quality of education in the school. Standards are too low and improvements since the last inspection are limited and sporadic. Pupils make weak progress because teaching does not build closely on prior learning. Teachers do not check pupils’ understanding well enough or use what they learn to plan next steps carefully. Teachers’ expectations for pupils’ learning and progress are too low. Subsequently, pupils are not challenged to make rapid progress. When learning is not engaging, pupils lose interest in their work. This leads to off-task behaviour which disrupts learning for others. Leaders at all levels are not held sufficiently to account for the impact of their work. They do not check to see what difference their actions make. As a result, standards and teaching are not improving as rapidly as they need to. Pupils do not attend school often enough. The number of pupils who are persistently absent is very high. Leaders’ actions to improve attendance have made little difference. Key groups of pupils are not catching up with their peers nationally as quickly as they need to. Pupils with low prior attainment and those who have special educational needs and/or disabilities underachieve significantly. Any signs of improvement are fragile. Leaders do not use additional funding successfully to support disadvantaged pupils and those arriving at the school needing to catch up in English and mathematics. As a result, these pupils do not make the rapid progress that will enable them to achieve in line with their peers nationally. Governors do not hold school leaders sufficiently to account. Governors’ systems are not established and therefore do not support school improvement effectively. The school has the following strengths Safeguarding is effective. Pupils feel safe and staff fulfil their responsibilities with diligence. Pupils’ welfare is at the heart of the school’s work. Staff know pupils well and provide effectively for their emotional needs. Parents welcome the recent work of the King’s Group Academies, which has already improved communication and raised aspirations. Personalised pathways help students currently in the sixth form to make sound progress.