Ryecroft School

Inspection of Ryecroft School Kent Street, Walsall WS2 7AN

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Does the school meet the independent school standards?

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What is it like to attend this school?

Ryecroft School is ‘a place where children flourish in all aspects of their school life’.

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What is it like to attend this school?

The school’s unwavering belief that all pupils can succeed permeates every aspect of daily routines. Staff, proprietors and governors share this clear moral purpose. As a result, pupils thrive, irrespective of their starting points.

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What is it like to attend this school?

Pupils behave well. They learn how to communicate their needs and staff listen carefully to these. Pupils benefit from the very personalised approach to their learning and development. They learn valuable life skills such as using money to buy the ingredients they need to cook with, and growing flowers. Pupils learn how to keep themselves safe, including when they are online.

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What is it like to attend this school?

The relationships between staff and pupils are built on kindness and respect. Pupils learn about different faiths. They celebrate their diverse heritage, for example through learning about emblems, foods and flags from different countries. They develop empathy by caring for the school guinea pigs and Belle, the trainee therapy dog. Pupils make a valuable contribution to the life of the school. The ‘Jets’ (junior executive team) help to make important decisions. The school prepares pupils exceptionally well to be responsible, active citizens who contribute fully to life in modern Britain.

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better?

All pupils who attend Ryecroft School have special educational needs and/or disabilities (SEND). The school identifies pupils’ needs quickly and accurately. Staff work closely with parents, carers and external agencies to ensure that pupils receive the best provision. In everything the school does, pupils’ needs, interests and abilities are carefully considered.

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better?

The school has ensured that the curriculum is ambitious. The curriculum is organised into small steps of learning. The school carefully checks what pupils already know and then personalises learning to match each pupil’s next steps. This means that pupils can build on what they have learned previously. For example, in mathematics, pupils learn to count using objects they are interested in before learning to add ‘one more’.

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better?

The current curriculum includes all the required subjects. However, the school’s actions to further broaden the range of pupils’ experiences in some subjects are still developing. This is because the school is adapting the curriculum as greater numbers of pupils are admitted. As a result, some pupils do not yet experience the full breadth of opportunities that the school intends. This includes, for example, a range of musical, sporting and other creative activities.

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better?

The school ensures that developing pupils’ communication skills is a priority. Pupils learn to name and share their emotions through a range of different methods and 8 to 10 April 2025 strategies. They learn the vocabulary they need to express themselves effectively and learn about the world around them. Older pupils use their knowledge of new words to understand the texts they read together.

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better?

Some pupils are at the very earliest stages of learning to read. The school ensures that these pupils learn the skills which will help them when they begin to learn phonics. The school carefully checks pupils’ reading, and pre-reading, skills. This helps staff to identify precise next steps for every pupil. The school provides extra support so that pupils keep up and learn to read quickly.

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better?

Staff patiently help pupils to manage their behaviour. They intervene effectively when they spot signs that pupils might need support. Activities, resources and the environment are tailored to ensure that learning is calm and purposeful. For example, social stories are used to prepare pupils for new experiences, such as the Easter egg hunt. The impact of the school’s work to build pupils’ empathy and understanding of others is apparent as pupils happily share their Easter eggs with their friends and teachers.

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better?

In the short amount of time since it opened, the school has put together an exemplary programme for pupils’ personal development. Through the curriculum, pupils learn how to keep healthy and safe. Pupils are currently planning their own vegetable garden and chicken coop to further support this learning. They learn what it is to be a good friend and to show kindness. They learn never to look down on people unless they are ‘holding their hands down to help them back up’. The ‘Ryecroft passport’ incudes 112 opportunities for pupils to build character and resilience and experience the world around them. Pupils have helped to shape these activities, based on their interests. Where pupils have specific talents, the school ensures that they have every opportunity to excel. A wide range of leadership roles and responsibilities in school help pupils to have their say, while developing important life skills. As a result, pupils are being prepared exceptionally well for their

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better?

lives beyond school, including the world of work.

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better?

Staff appreciate the school’s consideration of their well-being. From small gestures of thanks to impactful staff development, they value the support they receive. Staff are proud to work at the school. Parents have very positive views of the school and its impact on their children.

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better?

The proprietor and local governors challenge and support the work of the school very effectively. Robust systems are in place to ensure that statutory duties are met. The school consistently meets the independent school standards (‘the standards’) and complies with schedule 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective. 8 to 10 April 2025

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(Information for the school and proprietor)

 Some aspects of the school’s physical and aesthetic and creative curriculum are currently being developed. This means that some pupils do not yet benefit from the diverse range of learning opportunities that the school intends. The school should continue to develop its curriculum to provide pupils with greater opportunities to experience a wide range of music, sport and outdoor learning.

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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. 8 to 10 April 2025

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School details

Unique reference number 150913 DfE registration number 335/6014

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School details

Inspection number 10374920 Type of school Other independent special school

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School details

Annual fees (day pupils) £64,000 to £94,000

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School details

Email address info@ryecroftschool.co.uk 8 to 10 April 2025

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Information about this school

 This was the school’s first standard inspection. The school was registered by the Department for Education on 30 August 2024. It is registered to admit 60 pupils.  The school is registered to provide education for pupils aged 4 to 18 who have SEND. At the time of the inspection, there were no children in the early years and no pupils in Key Stages 4 and 5.  All pupils attending the school have education, health and care plans. The school caters for pupils with complex needs, including autism.  The school does not use any 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

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

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The lead inspector met with the headteacher and deputy headteacher. She also spoke to the proprietor body’s managing director and the chair of the governing body. Inspectors also met with school staff.  Inspectors carried out deep dives in these subjects: English, mathematics and personal, social and health education. 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 talked to leaders about some other

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Information about this inspection

subjects and looked at pupils’ work in these subjects.  Inspectors observed pupils’ behaviour in lessons at different times of the day. They spoke to pupils and considered behaviour and bullying records.  Inspectors reviewed a range of documents, including school policies and the school’s website.  The lead inspector made checks relating to the independent school standards, including checks on the school’s premises.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and 8 to 10 April 2025 considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered responses to Ofsted Parent view and spoke to some parents at the school gate. There were no responses to the online pupil or staff surveys.

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Inspection team

Rachel Henrick, lead inspector His Majesty’s Inspector

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Inspection team

Keri Baylis His Majesty’s Inspector 8 to 10 April 2025 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 looked-after children, 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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