R.Y.A.N Education Academy

Inspection of R.Y.A.N Education Academy C/O Concord Youth Centre, Claremont Road, Sparkbrook, Birmingham, West Midlands B11 1LF

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Overall effectiveness Good

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Good

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

This small school makes a big difference to pupils’ lives. Staff believe in pupils and want them to reach their potential. The rich, ambitious curriculum is carefully planned and taught well. Pupils enjoy their learning experiences. This is significant, as many have not attended formal learning for prolonged periods. Pupils say this is the first time they have ‘tasted success’.

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What is it like to attend this school?

The school’s high focus on basic skills means pupils develop secure English and mathematical knowledge. They gain meaningful qualifications that prepare them well for their next steps.

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What is it like to attend this school?

In this school community, difference is celebrated, and everyone is respected and valued. Pupils are safe and well looked after. Opportunities alongside the taught curriculum help pupils to understand and be part of their wider community. They know about risks and how to keep themselves mentally and physically healthy.

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What is it like to attend this school?

Pupils understand and support one another. They say that bullying does not happen because everyone is kind. Leaders’ work to support pupils’ social and emotional development is exemplary. This, alongside personalised careers education, helps to prepare pupils well for the future.

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What is it like to attend this school?

The high expectations around behaviour are reflected both inside and outside the classroom. Pupils display exceptionally positive attitudes towards their learning.

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better?

The whole school is ambitious for pupils. The curriculum is aspirational. Pupils make exceptional progress across all curriculum subjects from their individual starting points, which are often low. Pupils gain meaningful qualifications because the content is well planned and taught exceptionally well. For example, in English, pupils learn to write confidently for a range of purposes. They use language features well to add depth and meaning to their work. They are proud of their achievements. Equally, pupils achieve well in mathematics. This is because the content is well considered, planned in a logical order and reviewed regularly, so pupils learn to apply their mathematical knowledge with confidence.

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better?

Reading is given the highest of priorities. Leaders invest in appropriate resources and staff training to ensure that pupils have the best chances of improving their reading skills. Teachers are tenacious. They make sure that every pupil reads daily. They use careful questioning to develop comprehension skills. This sharp focus means pupils read frequently with fluency and confidence.

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better?

The wider curriculum is enriching. For instance, the school makes sure that pupils have an appreciation of history and heritage through a considered and well-planned curriculum. Pupils study a broad range of interconnecting themes in a logical order, so their appreciation and understanding of the past and how it shapes the future is 22 to 24 October 2024 deepened. All pupils have special educational needs and/or disabilities (SEND), and all pupils have an education, health and care plan (EHC plan). Teachers know the pupils well. Through early identification, they understand their needs. They carefully adapt learning to make sure it is accessible. Teachers are quick to identify misconceptions and address these effectively. Staff know when pupils are struggling. They make sure that pupils get the right help when they need it. This supports academic success as well as resilience.

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better?

Pupils’ behaviour is exemplary. They embrace the high expectations of the school. They arrive on time and are ready to learn. Their attitudes to learning are consistently positive. They help and support one another because they are kind and respectful. Pupils said that bullying is not tolerated in their school.

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better?

Pupils’ personal development is exceptional. The personal, social and health education (PSHE) curriculum tackles sensitive content well. Pupils are taught about safe and healthy relationships. They are supported in knowing how to keep themselves safe online and in the community. Deep-rooted values of respect and tolerance are promoted well. Difference is celebrated. Pupils take part in a range of community activities. For example, they support local food banks and allotments, which increases their appreciation of life beyond school. The ‘school advocates’, who liaise on school matters with the headteacher, take their roles seriously. They enjoy leadership responsibility and grow in confidence. Careers education is well planned. Personalised support means pupils know how to reach their next steps. External visitors and trips to colleges provide them with the information they need to succeed.

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better?

The proprietor’s ethos and values permeate throughout the school. She is ambitious for all pupils and, as such, has built a team of highly skilled staff who are all dedicated to the school. Safeguarding pupils is the top priority. Regular checks on regulations ensure that the school is fully compliant with the independent school standards.

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better?

The school is a fully inclusive environment. The detailed accessibility plan ensures that all pupils get the best chances through the curriculum. The school meets its statutory responsibilities under schedule 10 of the Equality Act 2010.

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better?

The school is supported by a board of governors. Members attend the school regularly and meet with staff and pupils. They are committed to the school and the success of the pupils. While they ask questions to clarify understanding, these do not challenge leaders enough, for example helping leaders to identify and respond to emerging trends in the school. A few administrative aspects of the school’s work are not routinely checked. This means some aspects of governance lack rigour. Governors are eager to develop their skills.

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Safeguarding

The arrangements for safeguarding are effective. 22 to 24 October 2024

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(Information for the school and proprietor)

 Some of the processes around governance are not as sharp as other aspects of governors’ work. As a result, a few administrative aspects of the school’s work are not routinely checked as well as they could be. The proprietor should ensure that those responsible for governance have a full understanding of their role so they can securely hold leaders to account for all aspects of the school’s work.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 22 to 24 October 2024

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School details

Type of school Other independent special school

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School details

School category Independent special school

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School details

Annual fees (day pupils) £45,000 to £60,000

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School details

Email address info@ryaneducationacademy.co.uk

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School details

Date of previous inspection 16 to 18 November 2021 22 to 24 October 2024

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Information about this school

 R.Y.A.N Education Academy is an independent day school located in Birmingham. The school is housed within a youth centre and has access to all of the facilities, including a sports hall and large outdoor area.  The school offers places to pupils with SEND, including those with social, emotional and mental health difficulties. All pupils have an EHC plan.  The school makes use of one unregistered alternative provision.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher who is also the proprietor. They also met with the deputy headteacher and spoke with the chair of the governing body.  Inspectors carried out deep dives in these subjects: English, including reading, information and communication technology, mathematics and PSHE. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also looked at curriculum plans and spoke to leaders about some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and

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Information about this inspection

considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  A number of policies and documents were also scrutinised to check for compliance with the independent school standards. These included policies relating to admissions, attendance, behaviour, curriculum, first aid and health and safety. The lead inspector also toured the school and grounds to check the suitability of the premises. 22 to 24 October 2024

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Inspection team

Melanie Callaghan-Lewis, lead inspector Ofsted Inspector

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Inspection team

Gwen Onyon Ofsted Inspector 22 to 24 October 2024 to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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