Ryelands Primary School Closed - for academy April 30, 2014
phone: 020 *** ***
headteacher: Ms Carmel Dolan
420 pupils capacity: 102% full
230 boys 54%
200 girls 47%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- April 30, 2014
- Reason closed
- For Academy
- OSGB coordinates
- Easting: 534919, Northing: 167791
- GPS coordinates
- Latitude: 51.393, Longitude: -0.062175
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 26, 2014
- Region › Const. › Ward
- London › Croydon Central › Woodside
- Urban > 10k - less sparse
- Free school meals %
- Oasis Ryelands SE254QL
- 0.1 miles Oasis Academy Arena
- 0.2 miles Cressey College SE255RE (61 pupils)
- 0.3 miles Tollgate Primary School CR07YD
- 0.4 miles Crosfield Nursery School SE255BD (101 pupils)
- 0.4 miles Ashburton Junior School CR07AR
- 0.4 miles Ashburton Infant School CR07AR
- 0.5 miles South Norwood Primary School SE255QP (500 pupils)
- 0.5 miles St Thomas Becket Catholic Primary School SE255BN
- 0.5 miles St Thomas Becket Catholic Primary School SE255BN (437 pupils)
- 0.6 miles Monks Orchard School CR07UF (521 pupils)
- 0.6 miles St Mark's CofE Primary School SE254JD (189 pupils)
- 0.6 miles St Mark's Church of England Primary Academy SE254JD
- 0.7 miles Marian Vian Primary School BR34AZ (619 pupils)
- 0.7 miles Stewart Fleming Primary School SE207YB
- 0.7 miles Woodside Junior School CR06NF
- 0.7 miles Ashburton Community School CR97AL
- 0.7 miles Elmhurst Preparatory School BR34AD
- 0.7 miles Oasis Academy Shirley Park CR97AL (1530 pupils)
- 0.7 miles Stewart Fleming Primary School SE207YB (403 pupils)
- 0.8 miles Woodside Primary School and Children's Centre CR06NF (918 pupils)
- 0.8 miles Heavers Farm Primary School SE256LT (585 pupils)
- 0.8 miles Bridge To School SE256XX
- 0.8 miles Harris Academy South Norwood SE256AE (1333 pupils)
Ryelands Primary School
Albert Road, Croydon, SE25 4QL
|Inspection dates||26–27 February 2014|
|Overall effectiveness||This inspection:||Inadequate||4|
|Achievement of pupils||Inadequate||4|
|Quality of teaching||Inadequate||4|
|Behaviour and safety of pupils||Requires improvement||3|
|Leadership and management||Inadequate||4|
Summary of key findings for parents and pupils
This is a school that requires special measures.
The school has the following strengths
| Pupils’ achievement is inadequate because, |
Attainment in mathematics declined sharply
Teaching is inadequate overall. Too many
Teachers sometimes give pupils work that is
although they attain broadly average
standards in reading and writing by the end
of Year 6, they should be doing better given
their starting points.
in the 2013 Key Stage 2 national tests, and
was well below the national average.
pupils do not make the progress they are
capable of during Key Stage 2.
pitched at the wrong level because they do
not make effective use of information from
the checks made on pupils’ progress. As a
result, work is sometimes too hard or, more
often, too easy.
| The quality of teachers’ marking is too |
Sometimes the poor behaviour of a small
Leadership and management are inadequate
Leaders and governors have not attended to
Not all middle leaders have the skills they need
variable; it does not always give pupils clear
guidance on what they need to do to improve.
number of pupils hinders their learning and
that of others. Not all teachers use effective
ways of dealing with pupils who misbehave.
because underachievement in Key Stage 2 is
not being tackled quickly or effectively.
the weaknesses in teaching effectively enough
to secure rapid improvements.
to improve the quality of teaching in the
subjects for which they are responsible.
| Children get off to a very good start in the |
Teaching in Key Stage 1 enables pupils to
Nursery class. This continues in the Reception
make steady progress.
| Attendance levels are rising and pupils enjoy |
Staff and the governing body are determined
coming to school. Pupils are happy and feel
safe at school.
to help the school get better.
Information about this inspection
- Inspectors visited 16 lessons and observed 15 teachers, including some joint observations with
the headteacher and deputy headteacher. In addition, inspectors made shorter visits to some
classes, talked with pupils about reading and listened to some pupils read. They also attended a
- Meetings were held with the Chair of the Governing Body, a range of staff, including senior and
middle leaders, and two groups of pupils. Telephone conversations took place with two
representatives of the local authority.
- Inspectors observed the school’s work and checked pupils’ work, progress information, self-
evaluation and development documents, safeguarding information, records relating to
attendance and exclusions, governing body minutes and the minutes of meetings held with the
- Inspectors took account of 15 responses to the online questionnaire (Parent View) and 16
questionnaires completed by staff during the inspection. Other parental views were sought from
a small number of parents and carers collecting their children at the end of the school day.
|Steven Smith, Lead inspector||Additional Inspector|
|Elaine Hamilton||Additional Inspector|
|Helen Ridding||Additional Inspector|
In accordance with the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this
school requires special measures because it is failing to give its pupils an acceptable standard of
education and the persons responsible for leading, managing or governing the school are not
demonstrating the capacity to secure the necessary improvement in the school.
The school should not appoint newly qualified teachers.
Information about this school
- Ryelands is much larger than the average-sized primary school.
- The proportion of pupils known to be eligible for the pupil premium is above average. In this
school the pupil premium provides additional funding for pupils who are known to be eligible for
free school meals, or who are looked after by a local authority.
- The proportion of pupils from minority ethnic backgrounds is well above average.
- More pupils than average speak English as an additional language and some are at an early
stage of learning English.
- The proportion of disabled pupils and those with special educational needs supported at school
action is average. The proportion of pupils identified as requiring school action plus or who have
a statement of special educational needs is much higher than average.
- More pupils than usual join the school at other than the normal times.
- The school has been in the Woodside Partnership of schools since 2006. More recently the
school has formed a partnership with a number of other local schools in order to increase the
rate of improvement, particularly in the quality of teaching, through joint training and the
sharing of good practice.
- The school does not meet the government’s current floor standard, which sets the minimum
expectations for pupils’ attainment and progress.
What does the school need to do to improve further?
- Improve the quality of teaching so that it is consistently good or better, especially in
mathematics at Key Stage 2, by:
ensuring teachers make effective use of information from checks on pupils’ progress in order
to pitch work at the right level for pupils of different abilities
making sure teachers raise their expectations of what pupils can achieve
ensuring that staff apply the school’s behaviour policy consistently so that any poor behaviour
is tackled swiftly and effectively, and it does not hinder learning
ensuring marking gives pupils clear guidance on what they need to do to improve
making sure work is suited to girls as well as boys, so girls can make as much progress as
checking if the support provided for disabled pupils and those with special educational needs
is enabling them to learn well.
- Increase the impact of school leaders on improving teaching and raising achievement by:
developing a clear analysis of the achievement of all groups of pupils, including those who
start at the school later than at the usual times, so that any who are not doing as well as they
can are identified quickly and given additional support to help them catch up
evaluating the impact of pupil premium funding on pupils’ achievement to ensure that it
provides appropriate support so eligible pupils can make rapid progress
developing the role of all leaders responsible for subjects so they have the skills they need to
improve teaching in their subject areas
providing additional support for less able pupils and those who speak English as an additional
language to help them develop their reading skills
reassuring parents and carers that any incidents of bullying are attended to swiftly.
An external review of governance should be undertaken in order to assess how this aspect of
leadership and management may be improved.
An external review of the school’s use of the pupil premium should be undertaken in order to
assess how this aspect of leadership and governance may be improved.
|The achievement of pupils||is inadequate|
- Achievement is inadequate because over time the proportion of pupils making the progress
expected of them in Key Stage 2 is below the national average; and by the time pupils leave at
the end of Year 6, attainment in mathematics is well below average.
- There are inconsistencies in achievement across year groups and for different groups of pupils.
For example, in the 2013 national tests at the end of Key Stage 2, the proportion of girls
achieving the expected Level 4 in mathematics, reading and writing was much lower than it was
for boys and much lower than is found nationally.
- The rates of progress made by pupils in different subjects are uneven. In particular, pupils’
progress is much weaker in mathematics than it is in reading and writing, and it does not build
sufficiently well on pupils’ achievement at the end of Year 2.
- Disabled pupils and those who have special educational needs attain as well as similar pupils
nationally in reading and writing but in mathematics they do not make enough progress and
their attainment in this subject is well below that of other pupils nationally.
- Pupils who speak English as an additional language and those who join the school later than at
the usual times do less well than other pupils. Overall, pupils from minority ethnic backgrounds
do better than their peers.
- In the Year 1 phonic screening check (knowing letters and the sounds they make) in 2013 the
overall proportion achieving the expected standard was just below that found nationally,
although girls did much better than boys. Pupils enjoy reading. However, it is often the pupils
with low attainment who do not make the progress they should in reading. A small number of
pupils, including some who speak English as an additional language, read without understanding
and are not supported well enough to improve.
- In reading and writing, pupils supported by the pupil premium are about two terms behind other
pupils by the end of Year 6. In mathematics, eligible pupils make less progress than others in
the school and a significant minority are four terms behind their fellow pupils by the end of Year
6. The school has spent too much of the additional funding on support that is not meeting the
needs of these pupils. Senior leaders are aware that thethe progress of these pupils is still far
too slow, especially in mathematics, but have not acted swiftly enough to improve it.
- When children join the Nursery classes, their skills are below those expected for their age. They
make sound progress and achieve the expected level of development by the time they start in
Year 1, and some exceed this. They continue to make steady progress and in the 2013 national
tests at the end of Key Stage 1, the proportion achieving the expected Level 2 is similar to the
|The quality of teaching||is inadequate|
- The quality of teaching over time is too inconsistent across the school and is, therefore,
inadequate. It is better in some classes than others and, on some occasions, is good, particularly
in younger pupils’ classes.
- The school’s previous inspection report identified the need to improve teaching by the end of the
next academic year. Teaching was reviewed in October 2013 and found to be inadequate. Only
now do school records and inspectors’ observations show that it is improving.
- Pupils do not learn well because teachers’ expectations are often far too low and their
understanding of what pupils are capable of is inaccurate. The work planned is too often not at
the right level for the different abilities in the class. Teachers do not use information about
pupils’ progress and attainment to plan lessons that match different needs precisely. Sometimes
work is too easy and does not challenge the most able and, occasionally, it is too hard for those
who find learning more difficult. At these times, some pupils lose concentration and not only lose
interest in their own learning, but distract others. In discussion, a group of pupils said that
‘sometimes work is not at our level’.
- Where learning is most effective, teachers have high expectations and pupils know what these
are and respond well by showing their enthusiasm for their work. In these classes, the good
relationships between adults and pupils make a strong contribution to learning and help the
pupils make at least sound progress.
- Teachers mark pupils’ work regularly but the quality of marking is variable because good practice
has not been shared across the school. The marking which helps pupils to learn the most
informs them of the progress they are making, the next steps to take in their learning and they
can respond to the teacher’s advice. Less helpful marking does not give pupils clear guidance on
what they need to do to improve.
- Disabled pupils and those who have special educational needs receive extra help, usually from
teaching assistants, who support them sensitively and make sure they are interested and
engaged. Teachers are not always aware if the support provided for these pupils is as effective
as it could be in accelerating their learning.
|The behaviour and safety of pupils||requires improvement|
- The behaviour of pupils requires improvement.
- Pupils’ behaviour is usually of an acceptable standard but when activities are not appropriate,
some pupils disrupt their own learning and that of others.
- Most pupils behave well in lessons and around the school. They are polite and friendly, and have
positive attitudes to school and learning, reflecting recent improvements in attendance, which is
now above average. However, a small number of older pupils have very challenging behaviour
and find it difficult to behave appropriately in lessons, including showing a lack of respect for the
- The school’s policy on managing behaviour is not always fully implemented. The school usually
takes a firm stand against inappropriate behaviour, reflecting the higher than average fixed-term
- Most parents and carers believe that pupils are well behaved, although around a third of those
who used the online questionnaire and half the teachers who responded to their questionnaire
disagree with this.
- The school council enjoys its role and the opportunity to contribute to the life of the school.
Members are nominated by their classmates to be role models for good behaviour, showing how
they can help around the school, identifying problems in school and trying to get things
improved, for example the football pitches and water fountains. They say that there are ‘some
troubled pupils’, but that they are well managed. However, some members felt that there were
some pupils who distracted them from their learning, ‘when children don’t understand they can
get angry and don’t do the work’.
- Pupils know about different types of bullying but they and their parents and carers feel that the
school does not always take appropriate action to tackle it. Pupils say that there is less bullying
than there was in the past.
- The school’s work to keep pupils safe and secure is good.
- Pupils and most parents and carers feel that the school keeps them safe. Pupils know how to
keep themselves safe, including when they go online.
|The leadership and management||are inadequate|
- Leadership and management are inadequate because teaching and achievement are inadequate.
Leaders and managers have not acted swiftly and decisively enough to address the school’s poor
- The school is still at an early stage in using a clear analysis of pupils’ current progress and
achievement to plan their learning. School leaders have not acted quickly enough to tackle the
lack of impact of the pupil premium on eligible pupils’ achievement.
- The quality of subject leadership is inconsistent because not all subject leaders have the
appropriate skills and a clear overview of the strengths and weaknesses in their subjects, or the
same understanding of how to improve teaching and learning.
- The curriculum is broad and balanced with an appropriate focus on mathematics, literacy and
speaking. A new Key Stage 2 curriculum was introduced in September 2013 which reflects a
topic-based rather than the subject-based approach used successfully in Key Stage 1. This
provides a better match to pupils’ needs and interests and is supporting the very recent
improvements in achievement. Spiritual, moral, social and cultural development is promoted well
through the curriculum and in assemblies.
- Pupils enjoy a wide range of enrichment activities such as school journeys and the use of a local
- The school has clear plans to use the additional sports funding to increase participation in sport,
especially for those pupils least likely to engage. It is using the funding to employ a sports
teaching assistant to model effective practice. For instance, is being used to coach teachers in
the use of large apparatus to increase their skills in teaching physical education and so they can
develop pupils’ skills more effectively.
- There is a focus on ensuring equal opportunities throughout the school and pupils from all
backgrounds get on well together. Discrimination is very rare and tackled effectively. However,
variations in teaching mean that pupils do not all have the same opportunity to make good
- The local authority has correctly evaluated the school as causing concern and provides
- The governance of the school:
The Chair of the Governing Body has a clear vision for the school and is very knowledgeable
about its strengths and weaknesses. Governors have challenged and supported the school but
are rightly concerned that the improvements needed are not happening quickly enough. They
understand the performance information provided by leaders, but it is not always accurate
enough to enable them to challenge the school effectively. They have identified that the
school’s leaders do not have the capacity to bring about improvements unaided. Governors
have given careful consideration to forming a partnership with other schools, so that it brings
the additional capacity needed for rapid improvement. They are aware of the quality of
teaching and the need to take action to strengthen procedures for checking on teachers’
performance. They are aware they need to use the information to ensure that only the most
effective teachers are rewarded. Governors have agreed how the school spends pupil premium
funding and know that it is not having sufficient impact. They have challenged leaders to
tackle this issue. Governors have set a balanced budget which they monitor rigorously and
have ensured safeguarding arrangements not only meet, but exceed requirements.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||101732|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||428|
|Appropriate authority||The governing body|
|Date of previous school inspection||20–21 June 2012|
|Telephone number||020 8656 4165|