|Ofsted Inspection Rating||Outstanding
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||11 October 2017|
|Address||Undercliffe Lane, Bradford, West Yorkshire, BD3 0DU|
|Religious Character||Does not apply|
|Number of Pupils||1479 (55% boys 45% girls)|
|Number of Pupils per Teacher||14.1|
|Academy Sponsor||Carlton Academy Trust|
|Percentage Free School Meals||27.5%|
|Percentage English is Not First Language||87%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. Carlton Bolling College is much larger than the average-sized secondary school. More than half of the pupils are known to be eligible for free school meals, which is nearly twice the national average. The majority of pupils are of minority ethnic heritage, with the largest proportion of pupils being of Pakistani heritage and the second largest proportion being of Bangladeshi heritage. A small but increasing number of pupils are of Eastern European heritage, most of whom are new to the English language. The proportion of pupils who speak English as an additional language is higher than the national average. The proportion of pupils who have special educational needs and/or disabilities is higher than the national average. The school meets the government.s current floor standards, which set out the minimum expectation for pupils. progress. The school does not use any alternative provision.
Summary of key findings for parents and pupils
This is an outstanding school All staff and pupils share the headteacher.s highly aspirational vision for the school. They are absolutely committed to being successful and working as one community to achieve their ambitions. Leaders at all levels are highly astute. They know their areas of responsibility well and, through this, make decisive and rapid improvements when they identify an area to develop. Teachers use their expert subject knowledge and information about pupils. progress and attainment to plan learning activities that meet the needs of all pupils exceptionally well. Current pupils, including those who are disadvantaged and those who have special educational needs and/or disabilities, make excellent progress across the curriculum. Pupils. behaviour and attitudes to learning are exemplary. Pupils want to come to school and want to learn, and they work hard to achieve all of which they are capable. Leaders ensure that they spend additional funding for pupils who are disadvantaged, pupils who have special educational needs and/or disabilities and pupils who need to catch up to meet their individual needs. Consequently, these groups of pupils make rapid and sustained progress. Pupils attend exceptionally well. Leaders act swiftly and successfully to improve attendance if it begins to fall, which is ensuring that pupils are in school, learning. As a result of their very effective actions, teaching, learning and assessment and achievement have significantly improved and are now outstanding. The most able pupils achieve highly and pupils make rapid progress in English. Governors are skilled and provide excellent support and challenge to school leaders. The transition from an interim executive board to the current governing body has been expertly managed. Leaders. work to keep pupils safe is exemplary and subject to local and national recognition. Pupils speak openly about how school prepares them to stay safe, for example from radicalisation, child sexual exploitation and online risks. Leaders are aware that a small number of pupils need to catch up in history and Spanish. Actions are well under way to ensure that this happens. Students in the sixth form make good progress. Leaders accept that there is further work to do to ensure that sixth-form leaders have a strategic overview of this provision.