The Ridge Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are polite, keen to learn and proud of their school. They listen carefully to each other and respond appropriately to adults and each other. When pupils join this school, they learn respect for themselves and others.

Pupils who attend this school have special educational needs and/or disabilities (SEND). Most pupils have missed significant parts of their education before they enter The Ridge. The personal development of pupils is fundamental to the school's work.

Classroom charters help pupils understand the school's routines and behaviour expectations. Staff know the pupils well. They use this knowledge to raise pupils' self-esteem and ensure they are ready to... learn.

The school's curriculum and carefully chosen reading books inspire pupils to learn. Pupils enjoy sharing their academic success with their parents and carers at special events.

Pupils say that everyone is treated fairly at the school.

Real-life examples help pupils to secure their knowledge of how to be responsible and active citizens. For example, pupils raise money for charities, represent the school's football team and care for the school's animals. All pupils have a trusted adult they can talk to in school.

Pupils are confident that staff will help them. They feel safe.

What does the school do well and what does it need to do better?

School and trust leaders have an accurate knowledge and understanding of the school's strengths and areas for development.

All at the school have high ambition and expectations for pupils' academic success and personal development. Systems and processes, such as the interim standards board are in place to continue improving the school.

The provision for pupils with SEND is seen as everyone's responsibility.

Parent and pupil voice is carefully considered when designing pupils' learning and next steps. Teachers are supported to devise precise targets for pupils to work towards. Effective training has rapidly increased staff knowledge of pupils' needs.

The school's approach to supporting pupils with SEND and its accurate use of assessment information ensures staff know how to meet pupils' needs successfully.

The school's curriculum design identifies the important knowledge, skills and vocabulary pupils need to know and remember. Teachers use the curriculum to ensure essential knowledge is presented and taught effectively.

Learning activities and resources are adapted appropriately to ensure pupils learn age-appropriate curriculum content. Gaps in knowledge are quickly identified by staff. Pupils can talk confidently about their prior learning.

The school prioritise pupils learning to read well. Staff ensure pupils secure their phonic knowledge. Regular practice helps pupils remember the letter sounds well.

This builds their confidence and interest in reading. There is a well-stocked library and class books are shared frequently to nurture pupils' love of reading.

The essential knowledge identified in the curriculum design is taught well in most subjects.

Pupils make connections between important concepts. For example, in mathematics, pupils apply their knowledge of different calculations to solve problems. Wider curriculum books show pupils' writing is supported well with scaffolding and appropriately adapted learning activities.

Pupils' books show they are developing their subject knowledge and vocabulary. However, in some subjects the curriculum's essential knowledge is not as well implemented. Pupils do not make connections between important concepts.

Their recall and use of wider curriculum subject knowledge is not as secure.

Some pupils currently attend alternative provision. The responsibility for pupils' education remains firmly in the hands of the school.

This ensures the quality of provision and accurate identification of pupils' next steps. Pupils remain part of the school community. There is an expectation for pupils to return to school full-time as soon as possible.

This demonstrates the school's ambition for pupils and its knowledge of how to meet pupils' needs.

Most pupils attend school regularly. Effective communication and positive working relationships with parents help remove barriers that prevent pupils from attending school.

Leaders are quick to secure additional support for pupils when needed.

Behaviour development training for staff has created a shared language and expectation to support pupils' positive behaviour. As a result, the number of behaviour incidents has reduced significantly.

Pupils are effectively helped to recognise and manage their behaviour.

In addition to the school's personal, social, health and economic (PSHE) curriculum, there is a curriculum to promote pupils' mental health. Pupils learn how to become resilient and independent learners.

They know about fundamental British values and choosing right from wrong. Pupils know how to avoid and resolve conflicts. Pupils learn how to build positive relationships and value the diversity and differences of others.

As they develop their discussion and debating skills, pupils understand that people may hold opinions different from their own. Pupils move to their new class or secondary school with confidence.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some wider curriculum subjects, pupils do not have a secure knowledge of important curriculum concepts. Consequently, pupils cannot make connections between the curriculum's important concepts to build on prior learning. The trust needs to ensure pupils secure their curriculum content knowledge to recall and connect important concepts.

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