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  • Risedale Sports and Community College
    Catterick Garrison
    North Yorkshire
    DL9 4BD
  • Head: Mr Colin D Scott
  • T 01748 833501
  • F 01748 836149
  • E [email protected]
  • W
  • A state school for boys and girls aged from 11 to 16.
  • Boarding: No
  • Local authority: North Yorkshire
  • Pupils: 485
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 13th November 2019
  • Previous Ofsted grade: Good on 26th November 2015
  • Ofsted report: View the Ofsted report

This is not currently a GSG-reviewed school.

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

The first aim of the Learning Support Department at RCC is to ensure that the individual needs of all students are met. This is done by: *liaising with other schools, PPSS and parents to ensure a successful transfer to RCC *early identification of students with learning difficulties to assess problems and make provision for their needs *reviewing progress of students regularly using clear systems for recording needs and for planning to meet these needs through the use of effective IEPs *effective management of the Special Needs Register The second aim is to ensure that the students' self-esteem is preserved and enhanced. This is done by: *use of appropriate language in the classrooms *use of positive recognition for students' efforts *celebrating success The third aim is to ensure that learning is enjoyable, accessible and demanding. This is done by: *using a variety of teaching methods appropriate to students' needs *working with departments in supporting students (and staff) to meet individual needs *ensuring that alternative methods of recording information are made available *employing teaching assistants, advanced teaching assistants or teachers, where resources allow, for supporting students in and out of the classroom *differentiating lessons The fourth aim is to ensure that parents are included in the education of their children. This is done by: *sending IEPs to parents *inviting parents to reviews *governors reporting on SEN to parents once a year All staff at the College take on the shared responsibility of meeting the Special Educational Needs of all students.

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:

most years
quite often
sometimes, but not in this year

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