When I first took up my role as deputy head at Ryelands Primary School back in 2002, the school was good with some elements of outstanding. By 2007, changes in the pupil intake and the loss of several good and outstanding teachers had contributed to a gradual decline, with attainment dropping to below expected national averages.
Serving a deprived area in Croydon, 22.7 per cent of our children have English as a second language and 41.5 per cent are eligible for free school meals. A high number of pupils also have emotional and behavioural difficulties, and the school had a mobile population that rated in the lowest percentile of “stability” measures.
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