|Ofsted Inspection Rating||Good|
|Inspection Date||29 January 2013|
|Address||Teasdale Street, Bradford, West Yorkshire, BD4 7QJ|
|Religious Character||Church of England|
|Number of Pupils||1822 (53% boys 47% girls)|
|Number of Pupils per Teacher||16.1|
|Academy Sponsor||Bradford Academy Trust|
|Percentage Free School Meals||34.4%|
|Percentage English is Not First Language||33.8%|
|Pupils with SEN Support||15%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a large all-through academy. There are currently no pupils at Key Stage 2 because all-through status began in September 2010. The proportion of pupils known to be eligible for the pupil premium is well above the national average. The pupil premium is the additional funding provided for children in local authority care, those known to be eligible for free school meals and the children of forces families. The proportions of pupils from minority ethnic backgrounds and those who speak English as an additional language are well above the national average. The proportion of disabled pupils and those who have special educational needs supported through school action is above average. The proportion of those supported through school action plus or with a statement of special educational needs is well above average. The academy has two specially resourced provisions for pupils with special educational needs. There are currently 16 pupils in the designated special provision for physical disability and one pupil in the designated special provision for autism. The academy meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The academy enters students for some GCSE examinations earlier than usual. The academy provides alternative provision for a small group of pupils through its own off-site centre and Step Out programme and through collaboration with external providers, such as local businesses and charities, as well as Bradford’s Pupil Referral Unit. The academy is an active member of the Bradford Partnership which is a partnership between 28 Bradford secondary schools to support school excellence and raise standards. The academy has achieved several awards in recognition of the quality of its work. These include the Inclusion Charter Mark, Investors in Pupils, Investors in Families and the International Schools award.
Summary of key findings for parents and pupils
This is a good school. Since the previous inspection, the quality of teaching has improved. Teaching is good in the large majority of lessons and some is outstanding. This is having a positive impact on pupils’ attainment and progress. Given their starting points, almost all pupils make good progress at all key stages throughout the academy. The sixth form is good. Pupils make good progress and are well prepared for the next stage of their education, training or employment. This is a very inclusive academy where every pupil is equally valued and well cared for through the academy’s pastoral care systems. Bullying is rare and pupils feel very safe. The behaviour of pupils and their attitudes to learning are good. The attendance and punctuality of pupils is improving year-on-year. The curriculum is well planned to meet pupils’ needs and prepares them well for the next stage of their education. This also very effectively supports pupils’ spiritual, moral, social and cultural development, which is outstanding. The quality of leadership and management from senior leaders and governors is good. They demonstrate a clear commitment and determination to drive the continued improvement of teaching and pupils’ achievement. The involvement of the academy in the Bradford Partnership is a strength. The support the academy receives through the partnership helps to promote improvement in the quality of provision. It is not yet an outstanding school because : Teaching is not consistently good and not enough teaching is outstanding. Teachers do not always use information on pupils’ learning to ensure that the progress made by all pupils is never less than good. The marking of pupils’ work is not consistently good and does not always clearly inform pupils what they need to do to improve. Teachers do not always apply the academy’s literacy policy across all subject areas to enable pupils to develop their literacy skills consistently well.