The Ridgeway School

Inspection of a school judged outstanding for overall effectiveness before September 2024: The Ridgeway School 14 Frensham Road, Farnham, Surrey GU9 8HB

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Outcome

The Ridgeway School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Tom Byrne. The school is part of the Weydon Multi- Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), John Winter, and overseen by a board of trustees, chaired by Ralph Johnson.

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What is it like to attend this school?

Pupils who attend this school have complex and significant learning and medical needs. Some pupils have life-limiting and regressive conditions. Despite these challenges, the school remains extremely ambitious for what all pupils can achieve and experience. The school knows pupils’ needs and aspirations well. With strong support, pupils achieve the ambitious outcomes set by the school, ensuring they are well prepared for their next stage.

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What is it like to attend this school?

Pupils are happy, motivated learners who value the friendships that they form. They benefit from warm and supportive relationships with the wide range of staff who help them. Pupils place deep trust in staff, knowing they will be cared for and kept safe. Throughout the school, pupils are well regulated. They are supported to learn in environments that are carefully adapted to meet their complex needs. Staff are highly skilled in identifying when a pupil may require additional support. When this happens, staff respond swiftly and sensitively, ensuring that pupils remain calm, engaged and ready to learn.

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What is it like to attend this school?

Pupils are given specialist care and therapeutic input to become as independent as possible. They develop vital communication and interaction skills to express their wishes and views. One parent described Ridgeway as ‘an excellent school that is passionate about giving pupils a voice’. 3 and 4 June 2025

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

The school offers an exceptionally well-planned and ambitious curriculum. It is carefully designed to meet the complex special educational needs and/or disabilities (SEND) of every pupil. The curriculum is not only broad and inclusive, but also prepares pupils very well for their next stage of learning and for adulthood. Every pupil follows a personalised learning route that matches their individual needs and stage of development. The school uses detailed assessment information to set clear, achievable steps. This enables pupils to achieve very well across the curriculum, especially in their communication and independence skills.

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

Reading is a key focus for all pupils, regardless of their starting point. Phonics teaching is excellent and uses a multi-sensory approach tailored to the needs of each pupil. In the early years, children begin with pre-phonics activities that help them to recognise sounds around them. As they move through the school, pupils progress to formal phonics lessons using specially adapted resources. In all areas of the curriculum, including phonics, staff carefully monitor how well pupils are learning and use information from these checks to map out exactly what each pupil needs to learn next.

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

Communication is at the heart of the school’s approach. Pupils are supported by highly skilled staff and therapists to use a variety of communication methods that work best for pupils. This helps pupils to become more independent. They become confident in expressing themselves and ready to engage fully in their learning.

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

Pupils make exemplary progress across all areas of the curriculum. This is especially clear in the sixth form, where students are motivated and independent learners. They engage in essential life-skills activities, equipping them well for adulthood.

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

Behaviour across the school is excellent. Pupils are well supported to understand and manage their emotions through the use of consistent strategies. Staff respond with care and expertise to pupils’ SEND. This helps pupils to feel calm and safe and engaged in learning. Classrooms are inclusive and sensory-friendly, creating a positive learning environment for all. From the early years onwards, pupils learn and consistently follow the school’s rules and routines. Relationships between pupils and staff are positive and respectful. During social times, structured activities help pupils connect and engage with one another. These activities also support pupils with their regulation and well-being. Pupils feel safe and valued. They are confident about who to go to for support. Sixth-form students play an active and influential role in the school community. During activities such as ‘tuck shop’, students act as role models to younger pupils. They actively support and

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

The personal development provision is exceptional. Through a well-considered enrichment programme, pupils across the school develop vital life and social skills. Pupils take part in weekly community activities, such as visiting local parks and shops or going on nature walks. These activities provide pupils with real-world experiences that prepare them for adulthood. From the early years onwards, pupils are taught to understand the concept of difference. Pupils learn about different religions and cultures through celebration days 3 and 4 June 2025

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such as ‘Nigeria day’. The school offers ambitious opportunities for pupils to explore a range of topical and moral issues. Within these, pupils share their views and also learn the importance of respecting the views of others.

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As part of the preparation for adulthood programme, sixth-form students experience the world of work. Students participate in a range of activities, including working on a local farm, organising shoes in a shop or serving customers in a café.

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The school is highly ambitious. School leaders are experts in SEND. They are committed to ensuring the best possible provision for pupils. Staff report feeling valued, supported and well led, with their workload managed effectively. They are motivated by the vision of leaders and feel involved in creating the right offer for pupils. Governors offer robust challenge and support, ensuring a culture of continuous improvement. They work well with the board of trustees and the central trust team to ensure that delegated responsibilities are carried out effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged outstanding for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the predecessor school, the Ridgeway Community School, to be outstanding for overall effectiveness in June 2013. 3 and 4 June 2025

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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.

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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.

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Further information

You can search for published performance information about the school.

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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

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School details

School category Academy special converter

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form

Dates of previous inspection 4 and 5 February 2020, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Weydon Multi-Academy Trust.  The school caters for pupils with profound and multiple learning disabilities as well as pupils with severe learning difficulties and autism. All pupils have an education, health and care plan.  The school currently makes use of one unregistered alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 3 and 4 June 2025

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other members of the leadership team.  The lead inspector met with the vice-chair and other members of the governing body.  The lead inspector met with the chair of trustees and the trust’s CEO.  Inspectors visited a sample of lessons, communicated with some pupils about their learning and looked at samples of pupils’ work.  Inspectors observed pupils’ regulation and conduct around the school and in lessons. They also communicated with pupils in lessons and during play and lunchtimes.  Inspectors considered a range of documents, including leaders’ evaluations of the school, the school improvement plan and minutes from governors’ and trustees’

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meetings.  Inspectors considered the responses to Ofsted’s online survey, Ofsted Parent View, including any free-text comments.  Inspectors took account of the views of staff through conversations and the responses to Ofsted’s survey for staff.  To evaluate the effectiveness of safeguarding, 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 safeguarding that puts pupils’ interests first.

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Inspection team

Nina Marabese, lead inspector His Majesty’s Inspector

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Inspection team

Paul Gibson Ofsted Inspector 3 and 4 June 2025

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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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