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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is a school that requires improvement Numerous changes in senior leadership over several years have resulted in insufficient progress being made in tackling the areas for improvement identified at the last inspection.
The quality of teaching, learning and assessment and pupils' progress in English and mathematics is not consistent across the school. The role of subject leaders is insufficiently developed to enable the school to make strong and rapid improvements. The leadership arrangements in English and mathematics are at an early stage of development.
As a result, there isn't a whole-school approach to the teaching and assessment of these subjects. The... performance management arrangements for teachers are not sufficiently rigorous. Teachers' performance targets are not closely linked to improvements in the quality of teaching and learning, pupils' progress and school improvement priorities.
Over time, the 16 to 19 programmes of study have not closely matched the needs of all students or met statutory requirements. The new leader of 16 to 19 has quickly identified and implemented areas for improvement. Leaders' plans for the use of pupil premium funding, sports premium funding and Year 7 catch-up funding are not sufficiently precise.
This prevents leaders from evaluating the effectiveness and impact of their actions. The school has the following strengths As a result of the local authority's concerns about the performance of the school, robust action was taken to replace the governing body with an interim executive board and appoint two experienced executive leaders. The new leaders have a clear vision and high ambitions for the school.
They have quickly identified areas for improvement, made changes to school systems and improved staff morale. As yet, these changes have not resulted in improved pupil outcomes. Safeguarding arrangements are effective.
Leaders have quickly reviewed and implemented areas for improvement. Pupils say that they feel safe. Children in the early years and foundation stage make good progress as result of strong leadership, a well-structured learning programme, detailed assessments and effective partnerships with parents.
Information about this school
North Ridge Community School is an all-age special school for children and young people with severe learning difficulties. All have an education, health and care plan. As a result of the local authority's concerns about the leadership and management of school, the governors were replaced with an interim executive board with effect from the beginning of the autumn term.
At the same time, the headteachers of two local special schools were appointed as interim executive headteachers. The executive headteachers had been in post for four weeks at the time of the inspection. Since the last full inspection, the school had a one-day monitoring inspection by an HMI in October 2016.
A number of priorities for improvement were identified. The proportion of pupils supported through the pupil premium (additional funding for pupils known to be eligible for free school meals and those looked after by the local authority) is much higher than the national average. Most pupils are from White British backgrounds.
The proportion of pupils from minority ethnic groups and those whose first language is not English is below the national average. The school does not meet requirements on the publication of specified information on its website. The website does not include detailed information about the impact of additional funding in improving the progress of disadvantaged pupils, increasing the participation of primary-aged pupils in PE and sports and the progress of Year 7 pupils who need extra help in English and mathematics.
The website does not include
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