|Name||Co-op Academy Delius|
|Ofsted Inspection Rating||Good
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||18 June 2013|
|Address||Barkerend Road, Bradford, West Yorkshire, BD3 8QX|
|Religious Character||Does not apply|
|Number of Pupils||140 (70% boys 30% girls)|
|Academy Sponsor||The Co-Operative Academies Trust|
|Percentage Free School Meals||30.1%|
|Percentage English is Not First Language||64.3%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
The school caters for pupils with profound and multiple, or severe learning difficulties. Many of the pupils have additional physical and medical needs. In addition, one in five pupils has autism and this proportion is is increasing. The vast majority of pupils have a statement of special educational needs. The few who do not are undergoing statutory assessment. Almost one third of the pupils are eligible for the pupil premium, which is above average. Pupilpremium funding is intended for the support of pupils known to be eligible for free school meals, in the care of the local authority, or from families in the armed forces. Over half the pupils are of Pakistani heritage, a quarter are White British. Of the remainder, a few pupils are of African or Caribbean descent, or of mixed race. A team of nurses and therapists work with the school. The school is co-located with Lapage Primary School and Bradford Moor Primary School.
Summary of key findings for parents and pupils
This is a good school. The enthusiasm, knowledge and forward thinking of the headteacher, senior leaders and of the governing body, have seen the school go from strength to strength since the previous inspection. Achievement is good. Although learning for many pupils is in small steps, this represents good progress. Adults are very imaginative in the way they teach basic reading skills. The daily sessions are a strength of the school and enable pupils to make outstanding progress in this area. Teachers use their knowledge of individual pupils well to provide imaginative activities that are enjoyable and which allow pupils to make good progress. There has been significant improvement in the way adults assess and record information about pupils’ progress. Behaviour is good. Pupils enjoy being at school and are happy to tackle new experiences. They feel safe among other pupils and staff. Pupils are justifiably proud of their ‘signing choir’. The choir’s performances are of a high quality and uplifting. The rigorous way leaders keep a check on all aspects of the school’s work is speeding up school improvement, particularly in the quality of teaching and pupils’ achievement. The Early Years Foundation Stage gives children a good start to school life. Joint playtimes with young children from the adjoining school are beneficial to children’s communication, social and physical development. Parents think highly of the school. They appreciate the excellent support they receive and the opportunities provided for them to further their own education. It is not yet an outstanding school because : There are a few inconsistencies in the quality of teaching in the use of signs and symbols to aid communication, in the pace of lessons, the effectiveness and use of support staff, and in the way pupils are helped to extend their mathematical skills in other subjects. Too few links have been established with the adjoining primary schools.