Ridgeway Academy

Inspection of Ridgeway Academy Herns Lane, Welwyn Garden City, Hertfordshire AL7 2AF

p.1

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good Previous inspection grade Requires improvement

p.1

The headteacher of this school is Sarah Mitcherson. This school is part of Ambition Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Alan Gray, and co-chief executive officer, Margaret Chapman, and overseen by a board of trustees, chaired by Deborah Strazza. 3 and 4 June 2025

p.1

What is it like to attend this school?

Pupils enjoy coming to this inclusive school. They consistently embody the school’s core values of respect, responsibility and relationships in their daily interactions. Many pupils speak about the improvements that have taken place since the last inspection. The school is now in a place where pupils feel both happy and supported. Pupils understand the school’s high expectations of their behaviour. Pupils trust that staff will take action, when behaviour falls short of the expected high standards.

p.2

What is it like to attend this school?

An ambitious curriculum is in place for all pupils. Pupils engage with learning well. Lessons are calm and run smoothly. However, published outcomes at the end of the programmes of study do not reflect the positive changes made by the school.

p.2

What is it like to attend this school?

Pupils, including students in the sixth form, take part in a broad range of activities that further enhance their learning and leadership skills. These include expeditions as part of the Duke of Edinburgh award scheme. Sixth-form students act as reading buddies to support younger members of the school to improve their reading. Pupils enjoy and engage with the wide variety of clubs with sports, drama and musical activities being most popular. These activities help to improve pupils’ self-esteem and confidence.

p.2

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

There is a broad curriculum on offer for all pupils. In the sixth form, students can access a range of courses from the local consortium offer. In most subjects, the curriculum sets out clearly what pupils will learn and in what order they will learn it. This helps pupils to develop their knowledge and understanding over time. However, in a few subjects, the curriculum is not as clearly set out. As a result, in these subjects, teaching is less precise and pupils do not develop their knowledge as well as they might. The school has promoted greater uptake of subjects that make up the English Baccalaureate (EBacc). For example, a change from French to Spanish has seen increased numbers of pupils studying a language at GCSE.

p.2

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

Teachers deliver the curriculum well because of the effective training that they have received. Consistent routines and clear explanations in lessons support pupils, including those pupils with special educational needs and/or disabilities (SEND), to access learning. Tasks and activities are typically well chosen. This helps pupils to recall what they have learned and progress well. Staff regularly check pupils’ understanding in lessons. When gaps and misconceptions are identified, staff quickly and effectively adapt their lessons. However, sometimes the checks made on pupils’ learning are not precise enough. When this happens, teachers do not identify when pupils need help with their learning quickly enough, or they move on to the next steps in learning before pupils are ready. As a result, some pupils do not learn the curriculum as well as they could.

p.2

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

The school has clearly laid-out processes to identify and provide support for pupils with SEND. Staff receive information and helpful strategies to meet pupils’ needs. Effective, extra support helps pupils to catch up. As a result, many pupils with SEND overcome their barriers to learning. They achieve well from their various starting points. 3 and 4 June 2025

p.2

3

The school prioritises reading. For example, all pupils read in form times. Those pupils who need help to become fluent readers receive effective support. This helps them to make rapid progress in their ability to read with confidence and access the rest of the curriculum.

p.3

3

Positive relationships between staff and pupils are key in supporting the improvements in behaviour and attendance. Calm classroom environments support pupils to learn well. Staff follow the school behaviour policy consistently. Effective support helps those pupils who struggle with their behaviour to improve it. As a result, the number of suspensions is reducing. However, a number of pupils, including students in the sixth form, do not attend school regularly enough. This means that they miss valuable learning time.

p.3

3

Students in the sixth form are positive about their experiences. They access a well- thought-out programme, which supports their personal development. Students and pupils are well prepared for life in modern Britain. The programme helps them to understand about healthy and respectful relationships. The school’s careers programme includes meaningful work experience in Year 10 and Year 12. Students in the sixth form feel well supported to make decisions about their next steps in their education or careers. Many move on to appropriate employment, further education or training.

p.3

3

Leaders, including the trust, are passionate about providing the best they can for pupils. The clear, shared vision for the school’s next steps reflects the school’s progress. Staff are proud of the school and value the training that they receive. They know that the school is considerate of their workload when making changes.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 A very small number of subject curriculums require further refinement to ensure that the key knowledge pupils need to learn is identified and thought out in a logical order. Consequently, pupils do not learn as well in these subjects as they do in the rest of the curriculum. The school should ensure that, in these subjects, the curriculum clearly sets out the subject content, so that teachers teach this important content in the correct order.  Sometimes, the school does not always check what pupils know precisely enough, or in a timely manner. As a result, pupils can have important gaps in their knowledge, which are not identified and addressed effectively. The school should ensure that staff are supported to systematically check what pupils remember, so that gaps in knowledge are reduced and that pupils progress as well as possible. 3 and 4 June 2025

p.3

4

 Many pupils do not attend school regularly enough. This means that a number of pupils, including those students in the sixth form, miss valuable learning time. The school should ensure that it strengthens its strategies to reduce absences, so that pupils and sixth-form students do not miss vital learning opportunities.

p.4

How can I feed back my views?

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 3 and 4 June 2025

p.4

School details

Type of school Secondary Comprehensive School category Academy sponsor-led

p.5

form

Dates of previous inspection 12 and 13 January 2023, under section 5 of the Education Act 2005

p.5

Information about this school

 Since the last inspection, the school has become part of Ambition Education Trust. This is a new trust formed by a merger in September 2024 of Alban Academies Trust and ATLAS multi-academy trust.  The school uses four registered alternative providers.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualification and apprenticeships. 3 and 4 June 2025

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

p.6

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in the following subjects: English, mathematics, science, physical education, history and art and design. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, curriculum leaders, looked at curriculum plans, visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also visited lessons to view the curriculum in 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 considered the extent to which the school has created an open and positive culture around

p.6

Information about this inspection

safeguarding that puts pupils’ interests first.  Inspectors held meetings with trust representatives, members of the local governing body and leaders, including those with responsibility for pupils with SEND, behaviour and attendance, personal development and safeguarding.  Inspectors observed pupils’ behaviour during break and lunchtimes.  Inspectors met with a small number of parents and carers to discuss their views of the school. They considered the responses and free-text comments made by parents to the survey, Ofsted Parent View. Inspectors also considered responses to Ofsted’s online staff and pupil questionnaires.

p.6

Inspection team

Wayne Jarvis, lead inspector Ofsted Inspector

p.6

Inspection team

Nerrissa Bear His Majesty’s Inspector 3 and 4 June 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7