Ryedale School A GSG School
- Ryedale School
Gale Lane
Nawton
York
North Yorkshire
YO62 7SL - Head: Ms Domenica Wilkinson
- T 01439 771665
- F 01439 770697
- E info@ryedale-rlt.co.uk
- W www.ryedale-rlt.co.uk/
- A state school for boys and girls aged from 11 to 16.
- Boarding: No
- Local authority: North Yorkshire
- Pupils: 725
- Religion: Non-denominational
- Open days: Annually - usually in June
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Outcomes for children and learners Outstanding 1
- Quality of teaching, learning and assessment Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 4th October 2023
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Extra-curricular at Ryedale is huge. Head makes it clear to new staff that going the extra mile is an essential part of their job and they all do. We spotted nearly 90 clubs taking place each week. The director of performing arts was described as ‘just amazing’ for including all children. Strong teaching, a very good set of fixtures against some prominent sporting schools and the Ryedale can-do spirit go some way to make up for sports facilities that are currently a little...
What the school says...
An Ofsted ‘Outstanding’ secondary school in North Yorkshire, Ryedale School is one of the leading secondary schools in England, providing an exceptional quality of education for students aged 11 to 16.
Ryedale School has a dynamic and inspirational staff who challenge and support their students to fulfil their academic potential and become exemplary young people. High expectations and traditional values are key to Ryedale School’s philosophy to inspire happy and confident learners. ...Read more
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What The Good Schools Guide says
Headteacher
Since 2019, Domenica Wilkinson (40s), degree in PE and education from Sheffield Hallam and a master's in educational leadership and management from Buckingham University. She arrived at Ryedale in 2001as head of girls’ PE, then assistant and deputy head leading on pastoral care and behaviour management. From 2016 she was effectively head of school as Ryedale federated with three of its feeder primary schools, ultimately becoming a multi academy trust in 2021. With such a range of experience and longevity within the school she knows the place inside out and is absolutely clear about her vision for the school, that is an absolute focus on the highest of standards academically, behaviourally and in the extra-curricular offer and the highest of expectations of pupils and staff. This is what she refers to as the ‘Ryedale...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Ryedale School recognises that within the principles of providing a broad, balanced and relevant curriculum, some pupils will require greater levels of support and/or differentiation to maximise their full potential. We endeavour to integrate all pupils as fully as possible into the educational and social life of the school, encouraging them to feel valued and become active members of the school community. We recognise that all staff share the responsibility for Special Educational Needs, and that a teamwork approach will provide the security and balance needed by pupils requiring extra support. Parents are an important part of the picture and will be encouraged to take an active and positive role in the education of their child.
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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