Samuel Ryder Academy

Samuel Ryder Academy

Address: Drakes Drive, St Albans, Hertfordshire, AL1 5AR Unique reference number (URN): 138582

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Pupils enjoy attending school. This is seen with higher rates of attendance than what is seen nationally. Leaders have successfully reduced the number of pupils who are persistently absent. Leaders analyse attendance data in detail with their inclusion and tutor teams. They spot patterns and swiftly adjust their attendance strategy to remove barriers to pupils' attendance at school. This is handled with sensitivity. Parents and carers appreciate the time staff take to understand their situation and to help where needed.

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Attendance and behaviour Strong standard

Pupils in the school are highly engaged and attentive. There is almost no low-level disruption in lessons, as pupils are keen to learn. They want to do their best to succeed. They listen closely to their teachers and follow the routines expected of them. Pupils have ownership of the experience they wish to create at school. For example, they lead on the school being bully-free. Children and pupils throughout the school are kind and responsive to others' needs. They emulate the positive behaviour they see modelled by their older sixth- form counterparts. Suspensions over time are low. Staff find it a joy to teach at the school.

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Curriculum and teaching Strong standard

The curriculum is well designed. Leaders consider carefully pupils' journey of education from the early years to post-16. They continually review and refine the curriculum accordingly, for example, strengthening diversity in the curriculum to reflect the school’s changing demographic. Staff are deployed carefully so that primary-age pupils have access to specialist teachers from the secondary phase. In turn, these teachers gain a deep understanding of the primary phase curriculum to inform their secondary phase teaching.

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Curriculum and teaching Strong standard

The school’s provision for oracy development is notable. Leaders share their work on this aspect nationally. Teachers are adept at using talk to explore content, debate ideas and challenge pupils’ thinking. Throughout the school, pupils’ development of language and vocabulary is prioritised. Consequently, pupils become articulate and confident in the use of subject-specific terminology. Teachers also consider carefully their use of digital technology to increase pupil engagement and improve their digital literacy. Pupils confidently use workbooks alongside tablets. Pupils routinely write at length, demonstrating stamina and the ability to write for different audiences and purposes.

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Curriculum and teaching Strong standard

Pupils with special educational needs and/or disabilities build their knowledge of the curriculum effectively. This is because staff pay careful attention to what pupils know and can do. They deploy the best strategies for pupils' learning. The training that staff receive is having an impact. They now consistently support pupils with high prior attainment to consider challenging content that makes them think more deeply. As a result, most pupils are well prepared for the next stage of their educational journey.

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Early years Strong standard

The joy of discovery permeates the early years provision. Very quickly, children learn the skills they need to be independent, whether this is to fetch equipment they need or to engage staff in conversation. Children learn a high-quality curriculum that provides challenge and ambition. This, along with precise teaching of phonics, is delivered well. Staff's interactions with children are very positive. They focus sharply on the development of children's language and vocabulary. Staff are clear about the ‘star words’ or key vocabulary that they will model and support children to use. Staff also make links to children's prior learning explicit. As a result, children are able to explain what they have learned well, such as describing what a fossil is and that dinosaurs ‘lived a long time ago’. They know what the word ‘extinct’ means. Staff make sure they check what pupils know, understand and can do.

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Early years Strong standard

They know children well, what their strengths are and their next steps.

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Early years Strong standard

Leaders have high expectations for children. These inform their decision-making and the approaches they take. Any barriers to learning are quickly identified. Well-considered assessment informs the actions teachers take to ensure that children with special educational needs and/or disabilities and those who are disadvantaged make progress.

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Inclusion Strong standard

In this highly inclusive school, everyone understands their role in identifying pupils’ needs and reducing their barriers to learning. This is so pupils can thrive. For example, in the early years, staff consider children's different starting points and stages of development upon entry. Staff then adapt provision effectively, ensuring that children make the best possible start. Children and pupils with education, health and care plans receive well-targeted support.

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Inclusion Strong standard

The inclusion team’s work is well established. The support it provides makes a difference to pupils’ experience of education. Pupils with social, emotional and mental health needs and those known to social care receive a wealth of pastoral support, such as counselling and art therapy. This helps them to engage successfully in school life. The inclusion team's support to families is making a substantial difference in removing barriers to school attendance.

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Inclusion Strong standard

Over time, leaders have examined in detail the impact of the school's pupil premium strategy. The school's bespoke approach ensures that each pupil receives support to reach their ambitions. This includes looking closely at what will unlock their future aspirations. For example, those who join the school with lower literacy levels get prompt and impactful support so they succeed. Alternative provision is commissioned appropriately and is used in pupils’ best interests.

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Leadership and governance Strong standard

Leaders have created an impressive climate for learning and ethos of mutual support and respect. Staff and pupils alike feel valued, trusted and supported. All understand the school’s vision and what leaders want to achieve. Hence, they pull in the same direction to make this school the best place it can be for the pupils it serves.

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Leadership and governance Strong standard

Leaders have an accurate understanding of the school's strengths and areas for development. They use the information they gather incisively to drive improvements and check carefully their impact. This, combined with effective school-to-school peer review, helps leaders share and learn from one another across the trust. Staff receive a comprehensive training offer that includes engagement with several universities and helps to underpin a research-informed approach to decision-making. Those that are early in their careers are effusive about the support they receive.

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Leadership and governance Strong standard

The trust and the local governing body hold leaders to account for the decisions they make effectively. For example, they look carefully at the removal of barriers for vulnerable pupils, pupils with special educational needs and/or disabilities and for those who are otherwise disadvantaged. They ensure that pupil premium funding has the desired impact in raising outcomes for disadvantaged pupils. Local governors also keep a close eye on the workload pressures on staff and their wellbeing.

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Leadership and governance Strong standard

Parents and carers hold the school in high regard. They praise the support of staff and the wide range of opportunities pupils have.

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Personal development and wellbeing Strong standard

Leaders have designed a comprehensive and, to many pupils, inspirational personal development programme. This encompasses school values, personal, social, health and economic (PSHE) education and relationships and sex education. There is substantial breadth and depth to the extra-curricular offer. More than three quarters of the school regularly attend one of the approximately 280 clubs offered. Many pupils, including those who are disadvantaged, benefit from competitions, music tuition and links with universities or local employers. Pupil senior leadership teams, both in the sixth form and primary phase of the school, are proactive in shaping the direction of the school. For example, they lead on provision for equalities through the diversity student leadership committee.

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Personal development and wellbeing Strong standard

The PSHE curriculum deepens pupils' knowledge and understanding over time. Pupils are encouraged to relate the actions and learning of key figures in history and in the modern day to their own perceptions and values. This helps pupils to form opinions as well as develop a grounded understanding in what is right and wrong in the world today. Consequently, pupils are passionate about making a difference. Whatever their age, pupils receive appropriate age-related education on forming healthy relationships and what that looks like as they grow older. The school's work on preparation for adulthood and digital literacy is most helpful for pupils. For example, pupils with special educational needs and/or disabilities, like their peers, understand clearly the impact of too much screen time on their mental health and how to manage this.

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Personal development and wellbeing Strong standard

The school provides careers education, information, advice and guidance that is comprehensive and well targeted. For example, it works well with employers so that pupils understand the opportunities that are available to them locally. Year 10 pupils and Year 12 students participate in work experience where many placements offer specialised support for the courses students follow.

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Achievement Expected standard

Over time, most pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, achieve well. This can be seen in the results pupils attain in their national examinations in Years 6 and 11. These are typically above national averages. Students in the sixth form who study applied courses similarly achieve much success. In A-level qualifications, students typically perform in line with national averages. As a consequence, most pupils and students are well prepared to move on to the next stage of their education successfully.

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Achievement Expected standard

The school maintains clear oversight of how well pupils achieve the aims of the curriculum. Leaders quickly picked up that pupils' handwriting in key stage 2 is not currently at the standard they would expect. The new scheme to improve this is starting to have an impact. Similarly, the drive to secure the highest outcomes at GCSE and A-level examinations is starting to bear fruit. This is seen in the quality of pupils' discussions and work in a number of subjects across the curriculum.

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Post 16 provision Expected standard

Leaders have considered carefully the education and experiences that students receive in the sixth form. They are relentless in their ambition to provide the best possible offer. This includes a brand new facility, which has been designed with the students. The curriculum offer in the sixth form is broad. Students can study traditional A-level provision alongside vocational qualifications. The sports academy, for instance, combines academia with a competitive sports programme. Students also enjoy a wealth of opportunities for their enrichment as well as leadership roles, such as helping to plan the school’s cultural day. They value the meaningful opportunities they have to support and engage with younger pupils in the school.

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Post 16 provision Expected standard

The curriculum is well planned. In most subjects, teachers consider carefully students’ needs and their starting points. For example, they discuss with them key methods of learning that work for them, such as the breaking down of information and the use of specific resources for those with dyslexia. As in the main school, staff also focus on strategies to help students get the highest grades. This includes securing depth with students’ responses where they question and debate what they read. Leaders recognise there is further work to do, in some subjects, with developing students' synoptic learning. This is where students connect and integrate knowledge and understanding from across their course. This is a work in progress.

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What it's like to be a pupil at this school

This school is a harmonious community where pupils of all ages happily work together. Sixth-form students and older pupils in key stage 4 enthusiastically volunteer their services to work with younger peers. Pupils thoroughly enjoy attending school. They are well known by staff, are looked after and feel safe. Pupils are in receipt of a rich and well-rounded education. Pupils know the school wants them to be the best they can be. They rise to this high expectation and achieve highly. Staff work well with children and pupils to remove any barriers they have to learning.

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What it's like to be a pupil at this school

Pupils behave remarkably well. This begins in the early years, where children learn to take turns and share. Sixth-form students are admirable role models to look up to. Throughout the school, there is a tangible atmosphere of belonging. Impressively, pupils self-manage the corridors and the navigation around the current building works on site. They wait their turns to pass and thank one another for patiently waiting. This due care and attention for one another is replicated in lessons. As with the use of digital technology, oracy is well established throughout the school. Pupils learn early on the value of discussion and the sharing of ideas. They respect and pay careful attention to others’ opinions. Difference is highly valued.

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What it's like to be a pupil at this school

The extensive extra-curricular programme provides pupils with learning opportunities that help them to think creatively, solve problems and broaden their horizons. Pupils benefit from many links to local businesses and elite sports teams. Staff delight in helping pupils face the challenge of the unknown, whether that is navigating around Cambodia or up a mountain as part of the Duke of Edinburgh's Award scheme. This focus on helping others is replicated in the sixth form. For example, the sports academy in the sixth form helps coach and nurture younger players.

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Next steps

Leaders should ensure that pupils in key stage 2 make rapid gains with their handwriting, checking the impact of the new scheme of learning as this embeds. Leaders should continue to strengthen the outcomes for high prior attainers. Leaders should develop further the depth of students’ responses and learning in the sixth form so that outcomes in A-level examinations rise above those seen nationally and are sustained over time.

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About this inspection

This school is part of Scholars' Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officers (CEOs), Matthew Gauthier and Claire Robins, and overseen by a board of trustees, chaired by Geoffrey Payne.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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Team inspectors:

Susan Pryor, Ofsted Inspector Susan Sutton, Ofsted Inspector Gina Bailey, Ofsted Inspector Michele Geddes, Ofsted Inspector Jane Bennett, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

Inspectors spoke with the chair of the trust, the CEOs, members of the local governing body, senior leaders, middle leaders, staff and pupils. Inspectors also spoke with a representative from the alternative provision that the school commissions places at. Inspectors contacted parents and carers at their request.

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What does this mean?

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 qualifications and apprenticeships.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school currently makes use of one registered provider of alternative provision.

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What does this mean?

The school provides before- and after-school care for pupils in the primary phase.

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What does this mean?

Executive headteacher: Matthew Gauthier The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2023/24 (final) 54.2% 45.9% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2023/24 (final) 50.4 45.9 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 50% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 63% 63% Close to average

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average

2023/24 (final) 67% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 63% 59% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 67% 59% Close to average

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2022/23 (final) 27.6% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2022/23 (final) 39.1 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2024/25 (revised) 35.38 34.99 Close to average

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national average

2023/24 (final) 34.17 34.38 Close to average

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national average

2022/23 (final) 33.44 34.16 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (revised) 0.0 0.0 Close to average

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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

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Urgent improvement

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

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