Ryedale School, Gale Lane, Nawton, Helmsley, York, YO62 7SL
Tel 01439 771665 Fax 01439 770697
Summary of the inspection report
LEA area: North Yorkshire
Headteacher: Mr G Jenkinson
Date of inspection: 3 - 6 December 2001
The school was inspected by 13 inspectors, led by Mr J W Ashton. This is a summary of the inspection report, which is available from the school.
INFORMATION ABOUT THE SCHOOL
Ryedale School is a smaller-than-average, 11 to 16 comprehensive school. Situated midway between the small towns of Helmsley and Kirkbymoorside, on the southern edge of the North Yorkshire moors, the school draws pupils from a wide geographical and mainly rural area. There are 513 pupils on roll, almost 150 more than at the time of the last inspection in 1996. A lower-than-average proportion of pupils is eligible for free school meals. The school's intake, on average, has as many pupils whose attainment exceeds the national expectation as it has pupils below the expectation for their age group. There are very few pupils of a minority ethnic background, and none at an early stage of learning English. The 75 pupils on the school's register of special educational needs include 36 at the higher stages (stages 3 to 5) of the special needs code of practice. Their educational needs are mostly due to specific and moderate learning difficulties.
HOW GOOD THE SCHOOL IS
Ryedale is a very good school. It takes in pupils with a range of levels of attainment that are close to average overall, and adds good value to their achievement by the time they leave. This it does through a combination of very good teaching, which brings about very good learning, and very efficient leadership and management. As a result, pupils and teachers are able to carry out their work very effectively. The school provides very good value for the money it receives.
WHAT THE SCHOOL DOES WELL
WHAT COULD BE IMPROVED
There are no major areas for improvement. Governors, however, may wish to build into their development planning the need for the school to:-
The areas for improvement will form the basis of the govemor's action plan.
HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION
The school was last inspected in October 1996, since when it has made very good progress in virtually all the areas identified then as needing improvement.
There are numerous other areas of improvement, including: systems of school self-evaluation; the quality of teaching and learning; the provision and teaching of both food technology and religious education; the coordination of the separate aspects of humanities and of technology; the building improvements for music, technology and science, and in collaborative projects with other schools.
The table below shows the standards achieved at the end of Year 11 based on average point scores in GCSE Examinations.
Attainment of pupils on entry is consistently either just above or just below average.
By the end of Year 9 in the Year 2001, the proportions of pupils attaining the expected level (Level 5) and above in the national tests improved to well above the national average in each of English, mathematics and science. When compared to the results of similar schools, the proportions were well above average in English, above average in mathematics and very high (in the top 5 per cent of schools in the country) in science.
Overall GCSE results have improved steadily over the last five years, slightly faster than improvements nationally. They have been generally at least above the national average for all schools, and at least in line with the national average for similar schools. 2001 was a good year. The school achieved its performance targets for GCSE and results were well above average even when compared with similar schools, and no pupil left the school in 2001 without at least one GCSE grade.
Achievement: Very good in Years 7 to 9, good in Years 10 and 1 1, equating to good achievement overall.
PUPILS ATTITUDES AND VALUES
TEACHING AND LEARNING
Inspectors make judgements about teaching in the range: excellent,. very good,. good,' satisfactory,' unsatisfactory, poor, very poor. 'Satisfactory' means that the teaching is adequate and strengths outweigh weaknesses.
The quality of teaching and learning is very good overall, and it is excellent in some design and technology and German lessons. It is never less than good overall in any subject, including English, mathematics and science. It is very good in art, music, ICT, history and German, and for pupils with special educational needs. The skills of literacy are well taught across the school; those of numeracy are taught satisfactorily.
Every one of the 111 lessons inspected was at least satisfactory, 85 per cent were at least good, 44 per cent were at least very good and four lessons were excellent. These proportions of good, very good and excellent teaching are, high. There were no unsatisfactory or poor lessons.
OTHER ASPECTS OF THE SCHOOL
The school works very well in partnership with parents, who in turn are very supportive of the school
HOW WELL THE SCHOOL IS LED AND MANAGED
There are sufficient appropriately qualified teachers, and they represent a well-balanced team in terms of gender, age and teaching experience. The school-based additional teachers (SBATS) are very effective and efficient in making the appropriate special needs provision for the pupils. Most aspects of the curriculum are adequately resourced to support teaching and learning. The deployment of computers and software within subject areas has improved since the last inspection, but limited access to the computer suite inhibits further development of ICT. The extensive grounds surrounding the school and the premises themselves are well maintained and in good order.
PARENTS AND CARERS VIEWS OF THE SCHOOL
The inspectors findings confirmed the parents' positive comments in the questionnaire. They also found the views expressed in the parents' meeting overwhelmingly positive. The school uses homework well as a way of extending and reinforcing work begun in class. It also already gives parents more information than most secondary schools on how well their children are progressing.
The governing body is responsible for drawing up an action plan within 40 days of receiving the inspection report, showing how the school will tackle the improvements needed. This action plan will be circulated to all parents at the school.
The contractor appointed by OFSTED for this inspection was:
Westminster Education Consultants, Old Garden House, Bridge Lane, London, SW1 1 3AD
Any comments, concerns or complaints about the inspection or the report should be made to the inspection contractor. Complaints which are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:
The Complaints Manager, Inspection Quality Division, The Office for Standards in Education, Alexandra House, 33 Kingsway, London WC2B 6SE.
CROWN COPYRIGHT 2001
This document may be freely reproduced in whole or in part, for non-commercial purposes, provided the source and the date are acknowledged.