|Ofsted Inspection Rating||Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||02 March 2016|
|Address||Woodside Road, Bradford, West Yorkshire, BD12 8AL|
|Number of Pupils||1277 (50% boys 50% girls)|
|Number of Pupils per Teacher||17.4|
|Academy Sponsor||Exceed Academies Trust|
|Percentage Free School Meals||27.4%|
|Percentage English is Not First Language||10.5%|
|Pupils with SEN Support||14.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Appleton Academy is an average-sized all-through school. Its sixth form is much smaller than average. The school is sponsored by the Bradford College Educational Trust. The proportion of pupils known to be eligible for support through the pupil premium (additional funding for those pupils known to be eligible for free school meals, children from service families and those children who are looked after by the local authority) is well above the national average. The number of pupils from minority ethnic backgrounds, and the proportion of pupils who speak English as an additional language, are in line with those seen nationally. The proportion of pupils who have special educational needs or with an education, health and care plan is in line with that found nationally. A small number of pupils attend off-site alternative provision at Bradford College. The school meets the government’s floor standards, which set out the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This a school that requires improvement In 2014 and 2015 standards at the end of Year 11 were low and rates of progress were too slow. There is compelling evidence that current Year 11 pupils are making much stronger progress from low starting points. The quality of teaching in the secondary phase requires improvement, particularly in science and modern languages. Teaching and its impact over time remains inconsistent in the secondary phase. Assessment is not yet used effectively to ensure that teaching is appropriately challenging. A minority of pupils do not concentrate well in lessons in the secondary phase. Too many lose concentration in the latter part of lessons. Pupils’ behaviour in science and modern languages is poor. The teachers fail to engage them in challenging and stimulating work. A small minority of pupils behave boisterously around the school in the secondary phase. Evidence suggests that this type of behaviour is becoming less common at the school. The correct footwear is not worn by many pupils in the secondary phase. Pupils were observed using mobile phones without permission and arriving at lessons without the correct equipment. In 2014 and 2015 standards at the end of Year 12 and Year 13 were below average in academic subjects. The school has the following strengths The quality of education provided in the Early Years Foundation Stage is outstanding. It prepares children brilliantly for the next stage in their learning. Pupils also achieve outstandingly well in the primary phase, making excellent progress as a result of the consistently outstanding teaching they receive. Leaders, including governors and the school trust’s leaders, have taken action that is improving the school. This is clearly evident in the primary phase and increasingly so in the secondary phase and sixth form. Attendance is improving at a significant rate. The school’s work to develop spiritual, moral, social and cultural education is particularly strong. Full report