Ryhope Infant School Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
185
AGES
3 - 7
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
Not Rated

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(13/6/17)
Full Report - All Reports
98%
NATIONAL AVG. 92%
Happiness Rating

Ofsted Parent View

18.0:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
8.8%
NATIONAL AVG. 8.2%
Persistent Absence
1.5%
NATIONAL AVG. 21.2%
Pupils first language
not English
27.3%
NATIONAL AVG. 16.8%
Free school meals
10.2%
NATIONAL AVG. 12.6%
Pupils with SEN support
Shaftesbury Avenue
Ryhope
Sunderland
SR2 0RT
0191 917 1910

School Description

The leadership team has maintained and improved the good quality of education in the school since the last inspection. The areas for improvement identified in that inspection have been fully addressed. Standards have been raised in reading, writing and mathematics and maintained at a level consistently above that seen nationally. The school has implemented its preferred approach to assessment and has fully embedded systems to track the progress of individual pupils. Teachers also use their assessment information thoughtfully, so that lessons and resources are skilfully prepared to meet the needs of pupils with different starting points. You place each child’s health and welfare at the centre of your vision. You and your staff firmly believe that children will not learn and progress unless they feel safe, cared for and happy. As a result, you have a well-developed health and well-being strategy which reaches out into the community of Ryhope and supports those families in need. This approach is helping to ensure that parents are active partners in their child’s education and support their good attendance. Parents whom I spoke to and the vast majority of those who completed the online questionnaire (Parent View) were full of praise for the staff at the school and for the strong and determined leadership you provide. One parent told me, ‘I would recommend this school wholeheartedly. Their teaching is fantastic and the work they carry out with families to support them is excellent.’ Since the school became an academy in 2014, the curriculum has developed considerably. You have skilfully balanced an engaging range of creative topics with sharply focused teaching of basic skills in reading, writing and mathematics. Your staff have looked carefully at the increased expectations of the national curriculum and raised the level of challenge in their planning and practice. This is evident, for example, in the Nursery and Reception classes where teachers use a blend of childinitiated approaches and frequent teacher-led sessions. This is ensuring that children quickly acquire a sound grasp of early reading, writing and number skills. Outcomes at the end of the Reception Year have shown a steady improvement over recent years and children are well prepared to begin formal education in Year 1. Some differences remain, however, in the attainment of boys and girls and between disadvantaged pupils and their peers, both in the early years and in key stage 1. All leaders need to focus attentively on addressing these differences. The governing body has worked closely with you over the last two years to plan the succession arrangements for the leadership of the school. You and the newly appointed headteacher designate have worked closely to ensure a seamless transition to new leadership arrangements from September 2017. You both share a clarity of vision and approach and have the backing and support of your staff. Neither of you, nor the governors, are complacent and you all demonstrate a strong commitment to the continuing improvement of the school. Safeguarding is effective. You and the business manager make rigorous checks on all adults who work in the school and ensure that they are fully trained. All members of staff understand the duty on them to safeguard and protect pupils in their care. The health and wellbeing team manages a challenging workload and skilfully intervenes to provide support for families in need. Effective partnerships with parents are a feature of the school’s approach, which helps pupils to thrive in school and make good academic progress. As headteacher, you take a lead on ensuring that child protection arrangements in the school are effective. Your team ensures that safeguarding arrangements are fit for purpose and that detailed records of good quality are maintained. You pursue any concerns you have about a child’s safety doggedly. You told me that you are not always satisfied with the quality of response from the local authority when cases are referred to local safeguarding teams. You and the chair of the governing body continue to challenge the local authority regarding these concerns.

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2020, ONS
0191 520 5555

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

Ryhope Infant School Academy Reviews


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