Samuel Ryder Academy

What Ofsted said

From the inspection on 21 April 2026

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. 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. 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.

What the school should improve

• 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.

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