Ridgewood Community High School

Students are making progress that is directly aligned with their individual starting points, demonstrating personal growth in both skills and knowledge. This approach prioritises individual learning journeys, ensuring that each pupil develops at a pace and level that reflects their unique capabilities and baseline assessments. Continuous monitoring allows teachers to identify and support these individualised pathways effectively. 

The curriculum was carefully reviewed by subject leaders, who have adjusted it to better support the progression of essential skills and knowledge across subjects. These modifications emphasise sequential learning and skill-building, enabling students to develop a more comprehensive understanding of subject material. The thematic approach to the curriculum has proven especially beneficial, as it fosters cross-curricular learning and creates meaningful connections between subject areas. This thematic model not only enriches the learning experience but also allows pupils to engage with content at greater depth, building a more thorough foundation for future learning. 

To further support student attainment, teaching assistants have undergone specialised training aimed at enhancing instructional techniques in Mathematics. The training focused on the use of manipulatives, which provide a hands-on, visual approach to mathematical concepts. This targeted support in Mathematics equips teaching assistants to deliver high-quality, differentiated instruction, thereby reinforcing pupils' foundational skills and advancing mathematical knowledge. 

The combined effect of a revised curriculum and the specialised training for teaching assistants is evident in the progress pupils have made. By providing an individualised, depth-oriented learning experience, students are not only achieving higher levels of understanding but are also building confidence in their abilities. The emphasis on manipulatives and mastery techniques in Mathematics has led to notable improvements in students' problem-solving and analytical skills, which are transferable to other areas of the curriculum. 

Key staff have attended Attention Autism, PECS and Makaton training and disseminated knowledge and skills through CPD to all staff across school.  

A cohort of Y9 pupils and staff have commenced BSL online training and have so far completed L1 certification. This supports a Y9 pupil who uses BSL as her  

Children are more aware of the different reasons in which writers/ communicators are moved to write/communicate.  

All pupils are more able to communicate effectively to express their needs using alternative communication aids and strategies.  

All staff have appropriate knowledge and skills to identify need and facilitate appropriate aids and strategies. 

Teachers ensure that their own speaking, listening, writing and reading support the development of pupil’s growing speech and language skills using ELKLAN strategies and communication ladders. 

School is a communication friendly environment, where communication in all forms is encouraged and celebrated. 

As a school, we acknowledge the significant challenges our pupils face in effectively communicating and expressing their needs. This is particularly relevant for non-verbal pupils, those with limited language abilities, and pupils with social interaction difficulties. Our approach aims to address these challenges by providing pupils with varied communication tools and opportunities that foster both understanding and expression. 

Staff are trained in the theory and practices of the Thrive Approach and are more effective in supporting young people’s mental health and wellbeing. 

The whole school Thrive ethos helps pupils to engage with learning, improving their attendance and attainment and reducing the chance of exclusions. 

Interventions are monitored and impact evaluated. 

Effective strategies lower the number of behavioural incidences that have disadvantaged status as an underlying factor. 

Increased ability of pupils to express their feelings and manage emotions. Pupils are more able to regulate their behaviours by applying taught strategies and hence have an improved readiness to learn. 

Individual behaviour analysis demonstrates a drop in incidents related to behaviour. 

Staff, working with pupils accessing a Sensory Diet to support their behaviour for learning, report reduced incidents and improved regulation.  

Pupils emotional, mental health and wellbeing supported through interventions and/ or other relevant therapies. 

Increased staff awareness around safeguarding and supporting pupils’ wellbeing, mental and physical health.  

Pastoral and learning support, facilitates early intervention for vulnerable pupils to improve home and family circumstances. 

Termly reports to Virtual Schools measure pupil wellbeing and attendance (RAG rated). 

The learning support team provides bespoke interventions to support pupils and remove barriers to learning. 

Increased uptake of opportunities to engage in enrichment programmes within the school day. 

Pupils develop their sense of responsibility towards becoming active citizens, able to continue into adulthood, having core values of being Ready, Respectful and Safe. 

Pupils have mutual respect and tolerance for others. Through their engagement in a broad range of enrichment activities, they develop an understanding of the fundamental British values of democracy, individual liberty and the rule of law. 

FE students will gain valuable knowledge and skills through practical work experience in the Coffee Mill. Work based learning impacts positively as it enables pupils to move onto their intended destinations with transferable skills for the future, allowing them to be as independent as possible in their adult lives. 

Through participation in community and voluntary projects, students are socially astute, enabling them to build on their cultural capital.  

They will demonstrate active citizenship in their local community instilling a sense of pride and identity through helping others in need. 

A clear and robust referral system provides pupils and their families with appropriate support. 

Provision of breakfast options for all pupils before the school day begins. 

Provision of individual sensory processing programmes, implemented before lesson 1, so pupils are ready to learn. 

Wider learning opportunities promoted and accessed.  

Uptake of extra-curricular clubs increased, particularly for disadvantaged pupils. 

Pupils reach their MOVEment potential. MOVE programmes are set for those pupils who need it most though collaboration with family, school and therapist. Programmes are implemented across school and at home.  

Staff CPD identified re MOVE programmes and actioned when necessary. 

Strong relationships between school and family provide a more cohesive approach to supporting the emotional, mental and physical health of all pupils.  

Pupils and their families have a sense of belonging and acceptance. 

A positive and respectful culture is evident across school where parents recognise that staff know, and are able to meet the individual needs, of their children.  

Staff have the knowledge and skills to identify need, complete referrals and provide support through Early Help. 

Providing support mitigates the effects of child poverty and maximise the chances of families reaching their full potential.  

Pastoral and learning support, facilitates early intervention for vulnerable pupils to improve home and family circumstances.  

Parents attend workshops, parents’ evening, curriculum afternoons and engaging with school is a positive experience for all.  

Parents develop skills and confidence to support their children at home. 

Engaging pupils and their families in the school community is vital to support attendance, wellbeing, and achievement. The introduction of a Family Support Worker (FSW) role in February has marked a significant step toward enhancing family engagement. The initial months have demonstrated that the FSW’s role is critical in strengthening school-family relationships, which is essential for creating a supportive environment that promotes better outcomes for pupils. 

The FSW was appointed in February, filling a crucial role aimed at improving connections with families and providing them with resources, support, and guidance. This role is central to our goal of fostering stronger, more trusting relationships between the school and home, and addressing barriers that families might face in supporting their children’s education. 

Since the FSW’s appointment, there has been a positive shift in attendance patterns. Data has shown that the previous decline in attendance rates has been slowed, as reflected in the attached graph. This change is attributed to the FSW's active engagement with families, working to identify and address the reasons behind pupil absences. Through targeted outreach, the FSW has worked with families to establish routines, manage challenges, and create actionable plans to support consistent school attendance.