Ryhall CofE Academy

Name Ryhall CofE Academy
Website http://www.ryhallceacademy.co.uk
Ofsted Inspection Rating Good
Address Church Street, Ryhall, Stamford, PE9 4HR
Phone Number 01780762447
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 181 (44.2% boys 55.8% girls)
Number of Pupils per Teacher 18.4
Academy Sponsor Peterborough Diocese Education Trust
Local Authority Rutland
Percentage Free School Meals 5.5%
Percentage English is Not First Language 1.2%
Persistent Absence 3.4%
Pupils with SEN Support 7%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (19 September 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. In October 2014, Ryhall Church of England Primary opened as an academy as part of the Peterborough Diocese Education Trust. Ryhall Church of England Academy is smaller than most primary schools. The majority of pupils are from White British backgrounds. The proportion of pupils from minority ethnic backgrounds or who speak English as an additional language is lower than the national average. The percentage of pupils eligible for the pupil premium is below the national average. The proportion of pupils who have special educational needs and/or disabilities is just below the national average.

Summary of key findings for parents and pupils

This is a good school School leaders’ plans for improvement provide a clear direction for the school. They are sharply focused to address the recent expansion of the school. The headteacher provides inspiring leadership to ensure that the school is good. She and her staff work well together for the benefit of all pupils. Parents and pupils hold the school in high regard. Leaders promote pupils’ spiritual, moral, social and cultural development exceptionally well. Governors are committed to the school. They visit regularly to check that improvements are effective in providing pupils with a good standard of education. Teachers plan exciting lessons that pupils find interesting. The curriculum is enriched by a wealth of stimulating activities. As a result, pupils are enthusiastic learners who are eager to attend school. Work in pupils’ books show that most, including those who are disadvantaged and those who have special educational needs and/or disabilities, make good progress in a range of subjects. Children make a good start in the Reception class. High-quality care and provision ensures that they settle in well and become confident learners. Staff work well as a team. They plan lessons together and work hard to provide quality learning experiences for pupils. The school’s curriculum ensures that pupils’ personal development and welfare is well considered. Pupils are articulate and thoughtful to the needs of others. Pupils behave well in class and around the school. They follow instructions quickly and are polite and respectful. The majority listen carefully both to teachers and to teaching assistants and are eager to do well. Parents value highly the nurturing ethos of the school. The proportion of pupils who achieve the expected standard in the Year 1 phonics screening check is below average. Some pupils, including the most able, are not challenged as soon as they could be in lessons. This slows their progress. Middle leaders are not fully contributing to the monitoring and evaluation of teaching and learning to meet the growing needs of the school.