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This is an outstanding school The vision and enterprise of the Chief Executive and the outstanding drive of academy leaders have resulted in rapid and sustained improvement and high achievement. The distinctive role of academy trust subject directors has created outstanding subject leadership, highly accurate assessment and teaching sharply focused on learning needs. The curriculum is successfully designed to enable pupils to achieve highly in English and mathematics and at GCSE.
Highly sophisticated systems for analysing underachievement result in immediate action that improves teaching and pastoral support. Pupils achieve exceptional outcomes. They make outstanding p...rogress in English and mathematics.
Attainment at GCSE was significantly above average in 2015. Disadvantaged pupils achieve exceptionally well and attain higher than other pupils nationally at GCSE. More-able and less-able pupils make equally outstanding progress in English and mathematics, including those with special educational needs.
Outstanding teaching is typified by high expectations, strong subject expertise, high quality assessment and excellent behaviour management. Questioning is highly effective in extending learning and tackling misconceptions. Pupils' personal development, behaviour and welfare are outstanding because expectations of behaviour are high, needs are identified precisely and acted on promptly, and pupils develop strong resilience and a capability for making improvement.
The local academy council has a clear strategic vision. It is effective in monitoring improvement. In the well-led sixth form, learners make strong progress in vocational subjects, but progress in academic subjects is not as good.
Information about this school
Outwood Academy Ripon is a small secondary school with a small sixth form. It is part of the Outwood Grange Academies Trust. The proportion of disadvantaged pupils supported by pupil premium funding is average.
Ten per cent of pupils are from families in the armed forces. The proportion of students from minority ethnic backgrounds is below average. The proportion of disabled pupils and those who have special educational needs is average.
A very few students attend alternative off-site education provided by the Grove Academy. In 2014, the academy met the government's floor standards, which are the minimum expectations for pupils' attainment and progress. The Chief Executive and the Regional Chief Executive are National Leaders of Education (NLE).
The substantive Principal has been leading another academy since the autumn term 2015. The acting Principal has been in post since September 2015. A number of subject directors from the trust, who are Specialist Leaders of Education (SLE), work permanently part time in the academy and add capacity to leadership.
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