The Ripley Academy, located in Peasehill, Ripley, Derbyshire, underwent an inspection from February 4 to February 5, 2020, and received an overall effectiveness rating of good. This marked a significant improvement from its previous inspection, which rated the school as inadequate. The quality of education, behavior and attitudes, personal development, leadership and management, and sixth-form provision were all rated as good.
Pupils at The Ripley Academy express pride in their school, feeling valued and cared for in an inclusive and welcoming environment. They enjoy positive relationships with peers and staff, contributing to a happy and harmonious atmosphere. The school has high expectations for pupil behavior and achievement, fostering a sense of self-belief and confidence among students. The curriculum is broad and meets the interests and needs of pupils, enabling them to achieve well. Support for pupils with special educational needs and disabilities is effective, ensuring they are well integrated into lessons and activities.
During the inspection, pupils shared their enthusiasm for extracurricular activities, such as an informal sports club, where they engaged in badminton and celebrated their achievements. The school has successfully addressed concerns about bullying, with pupils reporting that it is not a significant issue and that any problems are resolved quickly. The positive changes in the school have motivated pupils to contribute to its ongoing improvement.
The leadership team has worked diligently to ensure that the curriculum is ambitious and comprehensive, allowing pupils to study a wide range of subjects in depth. The curriculum also emphasizes cultural capital, exposing students to diverse literature and increasing participation in modern foreign languages. Leaders have prioritized enhancing pupils' reading, communication skills, and vocabulary, resulting in articulate students who speak confidently. However, there is a noted discrepancy between the quality of verbal and written work, which is an area for development.
While the curriculum is well-planned and sequenced, some teachers do not deliver it as effectively as others, leading to inconsistencies in the level of challenge provided to pupils. Feedback from teachers is variable, with some providing clear guidance while others do not. The school offers enriching experiences, such as trips and workshops, which enhance learning and engagement.
Pupils with special educational needs receive high expectations and additional support, contributing to their successful outcomes. Overall, pupils achieve well across most subjects, particularly in science and languages, with continuous improvement noted in their achievements.
The sixth-form curriculum allows students to pursue a suitable range of courses, including A-levels and BTECs, with support for those needing to re-sit GCSEs. Students are encouraged to participate in work experience relevant to their future aspirations, and while they receive guidance for university applications, some desire more information about alternative pathways.
The school promotes personal development effectively, teaching pupils about diversity and preparing them for life in modern Britain. Extra-curricular activities are well-received, with students enjoying opportunities for non-competitive sports and music lessons. Staff well-being is prioritized, and teachers feel supported in their roles.
The trust has provided valuable support to the leadership team, facilitating necessary improvements across the school. The safeguarding arrangements are effective, with a culture of vigilance established among staff. Leaders are committed to continuous improvement, ensuring that the school meets the needs of all pupils and maintains a positive learning environment.
