Rye College Closed

Name Rye College Closed
Website http://www.ryecollege.co.uk
Ofsted Inspection Rating Inadequate
Inspection Date 22 May 2018
Address The Grove, Rye, East Sussex, TN31 7NQ
Phone Number 01797222545
Type Secondary
Age Range 11-16
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 629 (51% boys 49% girls)
Number of Pupils per Teacher 16.2
Percentage Free School Meals 15.1%
Percentage English is Not First Language 1.4%

Information about this school

Rye College is part of the Rye Academy Trust. The Rye Academy Trust consists of Rye Community Primary School, Rye College and Rye Studio School. The lead executive was appointed in April 2018. Following an inspection at Rye Studio School, the Rye Academy Trust carried out a review of governance. As a result of this, the local governing bodies of each of the three schools were disbanded in October 2017 and a new group of trustees appointed to oversee all the schools in the trust. The trust has received a financial warning notice from the Education and Skills Funding Agency. As a result, all of the trust’s schools have been directed by the Department for Education to join another trust by September 2018. Since the last inspection, the local authority became aware of the inaccuracy of attendance information provided by leaders. This means that previously published attendance information is inaccurate. The local authority and current leaders have addressed this issue effectively so that current attendance information is now accurate. Since the last inspection, there has been significant turbulence in staffing. There have been several changes at school leadership level. Last year, in particular, saw over 20 staff leave the school, including all senior leaders. The current senior leadership team is much reduced in size. All three senior leaders are seconded to the school. Middle leadership roles, including ‘quality leaders’ and some ‘faculty leaders’, were newly set up in September 2017. The trust has brokered the services of Aquinas Church of England Education Trust, Bromley. It provides support for the school, including providing two trustees as advisers to the Rye Trust Board, as well as the current headteacher. In addition, it is supporting leaders in reviewing the provision for pupils who have SEN and/or disabilities, the use of the pupil premium and some other aspects of leadership. Beacon Academy, Crowborough provides support for the school, including two seconded deputy headteachers. Trustees have also brokered the services of a leadership consultant through the local authority. The vast majority of pupils are of White British origin. There is a very low proportion of pupils who speak English as an additional language. Approximately one third of pupils are disadvantaged. This is broadly in line with the national average. There are slightly fewer pupils who have SEN and/or disabilities than in secondary schools nationally. The school meets the current government floor standards, which set the minimum expectations for pupils’ attainment and progress. The school currently uses no providers of alternative education.

Summary of key findings for parents and pupils

This is an inadequate school Over time, leaders and trustees have overseen a decline in the quality of teaching and of pupils’ outcomes. Significant turbulence in staffing has limited the impact of changes made to improve the school. Pupils’ progress across a range of subjects is weak but particularly so in mathematics. Disadvantaged pupils and the most able pupils make inadequate progress. The quality of most teaching is weak. Teachers do not use assessment information to plan effectively to meet the needs of different groups of pupils, including those who have special educational needs (SEN) and/or disabilities. The quality of teachers’ questioning is poor. Middle leadership roles are underdeveloped. This limits the impact that leaders can have on the quality of teaching and of pupils’ outcomes. There has not been an effective pupil premium strategy. Teachers do not understand clearly enough how to raise the attainment of disadvantaged pupils. Teachers’ expectations of what pupils can achieve, including in the presentation of their work and in their behaviour, are often too low. Teachers’ performance is not managed well. There are insufficient opportunities for teachers to develop their skills. The new behaviour policy has not been implemented well enough. Some staff do not manage pupils’ behaviour effectively and the behaviour of some pupils requires improvement. Some assessment information is inaccurate. This hinders leaders’ ability to check pupils’ progress accurately. The school has the following strengths The quality of teaching, learning and assessment in English is strong. Consequently, most pupils make acceptable rates of progress in English. Pupils’ welfare has a high priority. Pupils are well cared for and safe. Safeguarding is managed effectively. The majority of parents and carers agree. Most pupils behave well and attend school regularly. Behaviour is improving. Levels of exclusion and absence are reducing. Current leaders and trustees have an accurate understanding of the strengths and weaknesses of the school. They have put in place systems that are starting to improve some aspects of the school.