Ralph Sadleir School, located in Puckeridge, Hertfordshire, underwent an inspection on April 23 and 24, 2024, and received an overall effectiveness rating of Requires Improvement. The school, which is part of the Ralph Sadleir Trust and led by headteacher Kerry Scripps, has experienced significant changes in leadership and staff absence over the past two years. These changes have impacted the consistency of educational quality and the understanding of expectations among both staff and pupils. While there have been improvements in the clarity of expectations, many pupils still struggle to meet them.
Pupils generally report feeling safe and happy at school, with a low incidence of bullying. They trust the adults in the school to address their concerns and understand how to report issues. The school offers a variety of extracurricular activities, including sports and opportunities for public speaking, which encourage student participation.
However, the quality of education in certain subjects remains inconsistent. The curriculum is not delivered uniformly, leading to variable work quality among pupils. Assessment practices are inadequate, with misconceptions in pupils' work often going unaddressed. In subjects where knowledge is regularly checked, pupils tend to achieve better outcomes. Although there is informal guidance available for staff, many have not received targeted professional development, which leaders recognize as a priority.
The provision for pupils with special educational needs and disabilities is effective, with these pupils making progress in line with their peers. The school has a systematic approach to identifying pupils who struggle with reading, implementing a comprehensive support program that begins with phonics in Year 5 and continues to foster fluency in reading.
Despite some positive aspects, inappropriate behavior among pupils remains a concern. Low-level disruptions are often overlooked, which disrupts learning. The behavior policy is not consistently enforced, and expectations for behavior are not uniformly high. Nevertheless, there is a general perception among pupils and staff that behavior is improving, as evidenced by a decrease in suspensions.
The personal, social, health, and economic education program is delivered through various formats, including lessons and assemblies, but pupils do not always see its relevance. The school facilitates cultural engagement through activities such as trips abroad.
Leadership changes have led to increased stability and consistency, with leaders developing clear strategic plans for improvement. While these plans are still in the early stages, there is evidence of positive impact on pupil behavior. Governors are aware of the necessary changes and are seeking external support for further improvement. Staff generally express pride in their work at the school and recognize the ongoing changes.
The safeguarding arrangements at Ralph Sadleir School are effective, ensuring the safety and well-being of pupils. However, to improve, the school must address the inconsistent application of the behavior policy and ensure that all staff maintain high expectations. Additionally, the delivery of subject content needs to be more ambitious, and assessment practices must be strengthened to provide pupils with clear guidance on their progress. Professional development for staff should be enhanced to ensure a consistent and high-quality educational experience for all pupils.
