Risedale School

What Ofsted said

From the inspection on 3 December 2024

Published outcomes show that pupils' achievement is significantly below national averages and is declining. The new headteacher has raised standards and expectations. The school has high expectations of what pupils will achieve. Pupils' achievement does not currently match these expectations. Pupils build positive relationships with staff at the school. Most pupils enjoy attending Risedale School. They have trusted adults to speak to if they have any concerns. Pupils feel safe at the school. A small number of pupils display boisterous behaviour at social times. These pupils do not always respond to staff's requests to meet basic behaviour expectations. However, the school has raised expectations for standards of behaviour. Staff apply the behaviour system more consistently across the school. As a result, pupils' behaviour is improving. Classrooms are calm and purposeful most of the time. Pupils have access to a range of extra-curricular clubs, such as sports, board games and crafts. Pupils have opportunities to take up leadership roles, such as school ambassadors, librarians, pupil mentors, mental health ambassadors and student councillors. The pupil mentors act as role models for younger pupils who may be struggling with their behaviour.

What the school should improve

• In some subjects, the school has not accurately identified the important knowledge that pupils should learn. As a result, some pupils do not learn or retain the key knowledge that is needed to achieve well in these subjects. The school should ensure that in all subjects important knowledge is identified and sequenced coherently.
• Teachers do not consistently ensure that pupils receive work and activities that help them to learn the curriculum. As a result, some pupils cannot recall recent or prior learning. The school should ensure that teachers provide pupils with activities that help them to build their knowledge.
• Rates of pupil absence, particularly for pupils with SEND, are high. As a result, some pupils miss out on important learning. This impacts on how well they achieve. The school should continue its work to improve attendance and reduce persistent absenteeism.
• The school does not currently support pupils effectively to develop positive character traits, such as resilience, self-regulation and social responsibility. As a result, some pupils are passive learners in the classroom and a small number of pupils display boisterous behaviour at social times. The school should evaluate and develop its new character education programme to ensure that these positive character traits are nurtured more effectively in its pupils.
• The school has not had sufficient time to embed the recently revised systems to evaluate the quality of provision. As a result, it is difficult to celebrate achievements and identify further areas for improvement. The school should ensure that these revised monitoring and evaluation systems provide the information it needs to be able to continue the improvement work that has begun.

Read the full Ofsted report (opens in a new tab)