School Inspection Reports
Leaders have devised and implemented a broad curriculum, which provides pupils with the skills and knowledge they require. There is a wide-ranging programme of extra-curricular activities. Lessons are well planned and build upon prior knowledge, enabling pupils to make good progress.
ISI Inspection - (2024)
The Ryleys School welcomes regular inspection by our regulatory body, ISI (Independent Schools Inspectorate).
2024 Inspection
We were proud to open our doors to ISI in November 2024, who gave the following findings:
Quality of Education, Training and Recreation
- Teachers are ambitious for their pupils and plan lessons thoroughly so that they build upon their prior learning and knowledge and match pupils’ needs.
- Leaders have devised and implemented a broad curriculum, which provides pupils with the skills and knowledge they require. There is a wide-ranging programme of extra-curricular activities. Lessons are well planned and build upon prior knowledge, enabling pupils to make good progress.
- Leaders and staff have created an interesting curriculum, which successfully meets the needs of pupils of different aptitudes and ages. Leaders regularly review the curriculum and make changes to improve the quality of provision. Recent initiatives include a focus on developing core writing skills across the school to ensure continuity of approach, as well as the adoption of a new mathematics scheme.
- Teachers, including in the early years, are knowledgeable about the subjects they teach. This promotes pupils’ interest and enthusiasm. Teachers’ successful delivery of planned learning helps pupils to make good progress across the curriculum. Teachers use resources effectively to enhance pupils’ learning and to maintain and stimulate their interest. Consequently, pupils apply themselves diligently and responsibly and are motivated learners.
- Pupils throughout the school develop their linguistic, literacy and numeracy skills through the daily focus on these areas of learning. Pupils are articulate and speak confidently and fluently on a range of topics. In mathematics lessons, pupils demonstrate suitable skills for their age and are adept at problem solving. The information and communication technology (ICT) programme is taught effectively and ensures that pupils have the computing skills they need. Pupils are skilled at researching topics online. Stimulating lessons in art and music develop pupils’ aesthetic and creative skills. Pupils develop their knowledge and skills well, such as their ability to draw and paint in the style of different artists, such as Kandinsky.
- There is a wide-ranging programme of extra-curricular activities, which further enhances pupils’ development across a broad spectrum of interests
- Leaders ensure that the marking and feedback scheme is effectively used, and highlights areas for improvement. Pupils are encouraged to reflect upon their work and to respond to their teachers’ comments. The helpful suggestions for improvement contribute to pupils’ progress.
- Leaders have devised an effective programme of assessment, which provides rich data which leaders analyse in depth, alongside standardised tests. This enables leaders to identify areas for intervention, both on an individual pupil basis and more widely.
- Leaders of provision for pupils who have SEND identify their specific individual needs swiftly and effectively. They produce detailed individual education plans (IEP), which are shared with staff. These plans provide teachers with information about pupils’ needs and how best to meet them.
Pupils’ Physical and Mental Health and Emotional Wellbeing
- Pupils behave well, are kind and considerate to each other and bullying is rare. Pupils understand the difference between right and wrong and take responsibility for their actions.
- Bullying is rare within the school. Leaders have devised an effective anti-bullying strategy and have created a culture within school which means that bullying is not tolerated. If bullying occurs, leaders act swiftly and take appropriate action, which includes supporting all parties involved.
- Leaders place great emphasis upon pupils’ wellbeing and mental health. These topics are taught within the PSHE curriculum and are supported by a programme of wellbeing sessions, which aim to develop pupils’ understanding of good mental health and promote self-esteem. These sessions are supported by initiatives, such as the chill out club, the wellbeing tree, and various displays and messages around school such as ‘pay it forward’. These measures support pupils’ understanding of looking after their own mental health and how to support others.
- Leaders have planned the curriculum so that it supports the school’s aims to develop respect for all. Through the well-considered PSHE and RSE programme, leaders ensure that pupils learn about diversity and inclusivity, healthy relationships, and rights and responsibilities. Pupils demonstrate a detailed understanding of and respect for those with different faiths, cultures or races. In an age- appropriate manner, pupils understand that people have different sexual orientations and that families vary in make-up. From an early age, pupils learn to treat others with kindness and how to be a good friend.
- There is a comprehensive programme of physical education (PE), which includes games lessons. Pupils have many additional opportunities for physical exercise, including at break times and in after school sports clubs. Pupils learn about healthy eating from a young age and the school provides nutritious lunches and snacks with a suitable range of fresh fruit and vegetables.
- Leaders have carefully devised a behaviour policy which is clear and consistent and is well understood by pupils and staff. Pupils are well behaved, polite, and show respect to their peers and adults. Pre-prep pupils receive stickers for good work or behaviour while older pupils earn house points and merits. Sanctions, such as a loss of privileges, are rare, but issued fairly.
Pupils’ Social and Economic Education and Contribution to Society
- The Global Perspectives curriculum introduces pupils to a range of cultures and beliefs and so increases their understanding and empathy. Lesson planning includes reference to other subjects so that they can complement each other.
- There are a range of opportunities for pupils to develop an understanding of and respect for democracy. Elections for the school council give pupils an insight into the democratic process. Pupils act as leaders on the school council. This helps to build their self-confidence.
- There is a wide range of opportunities for pupils to contribute to the school community and they fulfil their roles with pride. All pupils in Year 6 have a role of responsibility, such as school or house captain. They also help with younger pupils at play time. Children in the early years take turns to help in the classroom, while older pupils assist at lunchtimes, aiding younger pupils with their trays and pouring water for them.
- The curriculum enables pupils to develop their social and economic understanding. Pupils learn about the importance of caring for the planet and the environment. For instance, they have built habitats for hedgehogs and other small mammals and planted insect friendly plants.
- Beyond the school, pupils are actively involved in the local community, picking up litter along the river Bollin, donating food at Harvest Festival to local food banks and homeless charities and raising money for a range of local and national charities. These activities help pupils develop a sense of pride in their community and an understanding of how they can help others.
- There is a clear behaviour policy which pupils understand and respect. This policy is closely followed by staff so that pupils develop a deep understanding of right and wrong. They show a mature sense of responsibility, whether lining up before class or clearing their plates away at lunchtime.
Safeguarding, Leadership, Management and Governance
- Leaders and managers actively promote pupils’ wellbeing, particularly in respect of their mental health and self-esteem.
- Senior leaders monitor standards of teaching and learning well. They analyse assessment data to help them identify academic trends and take necessary steps to secure improvement.
- Leaders ensure that the school’s aims, and ethos are promoted and known to all. Pupils have positive attitudes to learning and they demonstrate their constructive behaviour and community spirit as they try to live up to these values.
- Pupils’ wellbeing is promoted through an effective child protection policy and procedures. Leaders liaise appropriately with external agencies as necessary.
- Governors and leaders take their responsibilities for safeguarding seriously, recognising the central importance of their roles. The safeguarding policy is comprehensive and follows the latest statutory guidance. Governors carry out an annual review of the safeguarding policy and provide robust and effective oversight of safeguarding arrangements. The safeguarding governor reports termly to the full governing body.
- Leaders demonstrate a secure knowledge and understanding of the statutory requirements relating to safeguarding. Leaders have produced a safeguarding policy, which follows the latest guidance, and they implement it effectively. Staff are well trained so that they understand their roles and the procedures to follow where there are child protection concerns. Staff recruitment procedures are robust, and staff keep detailed and accurate records of recruitment checks.
- Leaders are aware that issues can occur at any school and have created a culture where safeguarding is of the highest importance. Staff are thoroughly trained to use the school’s online reporting system and are confident in its use. They know how to recognise and report a safeguarding concern, including any concerns or allegations about staff.
- Relationships between staff and pupils are cordial and trusting and contribute to an environment in which pupils feel safe at school and able to approach staff if they have any worries.
- Pupils are taught how to stay safe, including when online. They know what they can and should not access and not to provide any personal information when online. They know that they can talk to any member of staff should they have concerns. The school’s internet system has suitable filtering and monitoring systems in place, and leaders are routinely informed if any attempt has been made to access banned sites.
Early Years Overview
- Teachers, including in the early years, are knowledgeable about the subjects they teach. This promotes pupils’ interest and enthusiasm. Teachers’ successful delivery of planned learning helps pupils to make good progress across the curriculum. Teachers use resources effectively to enhance pupils’ learning and to maintain and stimulate their interest. Consequently, pupils apply themselves diligently and responsibly and are motivated learners.
- Leaders have developed a curriculum based upon children’s individual interests, which promotes good levels of engagement. Staff have a secure understanding of child development, which is apparent in their specific planning to develop children’s knowledge and skills. Staff make the most of opportunities to help children develop their skills in planned activities, as well as when children initiate their own learning, for example when something captures their own interest.
- Children make good progress from their starting points. Staff complete regular assessments on children’s learning and development. This helps them to quickly identify any emerging gaps and provide targeted interventions when needed.
- Staff establish clear guidelines for behaviour in the setting. This helps children to begin to develop an early understanding of right and wrong. For instance, children are encouraged to be kind and share resources. Staff also support them to learn how to take turns during play.
- Staff have positive relationships with the children and encourage them gently to increase their independence.
- Staff focus on supporting children’s communication and language skills. Throughout activities, they provide a dialogue and repeat words and phrases to help enhance children’s developing vocabulary. Children listen with interest as staff sing songs with energy and enthusiasm. They join in and respond with actions to familiar rhymes, such as by stamping their feet and clapping their hands.
- Staff use effective teaching methods to help children to develop new skills, such as through modelling and demonstration. During planned activities, staff carefully consider what children need to learn next. For instance, children use tongs to pick up small toy animals, which staff intend to develop their fine motor skills. Children demonstrate a ‘can do’ approach to this task, rising positively to the challenge.
- Children behave well. Staff provide them with lots of praise and encouragement to help guide their behaviour. Staff respond quickly when targeted support is needed. For example, they provide a quiet area of the room to allow children to rest and relax. When children access these spaces, staff sit alongside them to provide reassurance and support to process their emotions when needed. This helps children to begin to manage their feelings and regulate their behaviour.
- Children are active learners with a positive attitude. They are excited to learn and eager to join in with activities, showing pride and delight when they succeed. For example, when collecting leaves, twigs, water and mud outdoors, children were engrossed in using them to create imaginative meals in the kitchen area. Staff provide opportunities for children to play and explore together, so that they learn important skills of co-operation and gain an emerging understanding of how to listen to and respect each other.
- Staff place a focus on supporting children’s overall health and wellbeing. For example, children benefit from plenty of fresh air and exercise in the outdoor area. Children follow appropriate hygiene practices and enjoy healthy and nutritious meals and snacks. Staff plan and organise regular routines in the setting which help the children to feel emotionally secure in the environment. For instance, children recognise mealtimes and fetch their own water bottle independently.
- Leaders have a clear vision for the ongoing development of the setting. For instance, they continue to focus on further developing the outdoor area to create more opportunities for staff to support children’s developing gross motor skills. Leaders focus on providing suitable training to improve and develop staff knowledge and understanding of the curriculum. For example, all staff received recent training on the importance of outdoor play and its positive impact on children’s wellbeing.
- Leaders in the early years provide regular coaching and support to their team to help them develop their own knowledge and skills. For instance, staff have recently completed training to support them to deliver communication and language interventions. The early years governor visits regularly and supports leaders by reviewing staff knowledge and understanding of safeguarding procedures, and by discussing development planning and the impact of these changes, such as the outdoor space.
- Leaders have carefully planned a programme of activities for children in the early years, which promotes their social development. They learn to share and take turns when colouring or using the sandpit. They enjoy talking about the importance of friendship and show cooperation skills when collecting leaves and building a class leaf figure.
- Children in the early years achieve good levels of development. They are active learners who enjoy exploring their environment and co-operating with their peers in a range of tasks, for example when on a ‘scavenger hunt’ around the school grounds. Systematic teaching about the sounds that letters make helps children develop their early reading skills. In numeracy activities, children swiftly grasp the concept of length and how this is different from size. Classroom spaces and the outdoor area provide a stimulating environment, which helps to promote children’s personal, social and physical development.
- Children in the early years make good progress across all seven areas of learning. Managers monitor the provision to ensure that the well-planned curriculum is thoroughly implemented. Staff interactions with children are of high quality. Children happily engage in suitable activities, and they make good progress.
- Leaders in the early years ensure that children have daily access to fresh air and exercise. They ensure that outdoor learning opportunities suitably support children’s development across the seven areas of learning.
- In the early years, teachers liaise with professionals swiftly and effectively to seek and implement advice to support children’s individual learning. Leaders have also recently introduced an online programme to support pupils who have SEND. Pupils who have SEND make good progress.
A copy of the full report is available within our policy page of our website.
2020 Inspection
The Ryleys School was awarded ‘Excellent’ in all areas, an award which was judged by the Independent Schools Inspectorate following an inspection in February 2020.
After a rigorous three-day inspection in which inspectors observed lessons, conducted formal interviews with pupils and staff and examined examples of pupils’ work, the ISI awarded the school ‘Excellent’ in both areas of Personal Development and Quality of Pupils’ Academic and Other Achievements.
Pupils enjoy high levels of achievement and success beyond the curriculum in a range of academic, sporting and performance areas.
ISI Inspection - (2020)
Compliance Report
The Inspectors spent a total of five days in the school, observing lessons, chatting to the children, interviewing the staff, reviewing all documentation and analysing parental questionnaires. No stone was left unturned in a very thorough inspection, which gave a full and comprehensive insight into day-to-day life at The Ryleys School, concluding that "Pupils are exceptionally happy with and justifiably proud of their school".
Regulatory Compliance Inspection - April 2017
The Ryleys School was inspected by the ISI in Aprl 2017. The school passed in all areas.
The Early Years Inspection - September 2018
Book Your Personal Tour
If you would like to see for yourself how we have achieved such excellent results in inspections, you can arrange to visit us for a personal tour of The Ryleys School.
