|Name||Co-op Academy Grange|
|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||30 January 2019|
|Address||Co-Op Academy Grange, Haycliffe Lane, Bradford, BD5 9ET|
|Number of Pupils||1682 (55% boys 45% girls)|
|Number of Pupils per Teacher||14.1|
|Academy Sponsor||The Co-Operative Academies Trust|
|Percentage Free School Meals||33.1%|
|Percentage English is Not First Language||79.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is much larger than the average-sized secondary school. The proportion of disadvantaged pupils is much higher than average. The proportion of pupils with SEND is above average. The proportion who have an education, health and care plan is below average. The vast majority of pupils are from minority ethnic heritages. The largest group is of Asian or Asian British Pakistani heritage. The large majority of pupils speak English as an additional language. The school offers designated specialist provision, catering for pupils who have a diagnosis of autism spectrum disorder. A small number of pupils attend the Pipeline alternative provision. The school is a member of the Southfield Grange Trust. The school receives support from the trust and has worked closely with the Impact Education Multi-Academy Trust on school improvement projects. Responsibility for the school rests with trustees who delegate some powers to the local governing board. The academy trust website and scheme of delegation can be found at www.southfieldgrange.org.uk. In recent times, the school has undergone substantial turbulence in staffing across a wide range of subjects, including English, mathematics and science.
Summary of key findings for parents and pupils
This is a school that requires improvement In the past, pupils have not made the progress they are capable of as a result of the school’s low expectations and a lack of challenge. Teaching, learning and assessment are improving but remain inconsistent and, as a result, overall, pupils’ progress is not good. Pupils are improving their literacy skills. However, a significant proportion still lack the literacy skills required to apply their knowledge to solve problems in different contexts. Disadvantaged pupils do not make the same progress as other pupils nationally with similar starting points. Leaders and teachers do not have as much of a focus on these pupils as they should. Leaders have an accurate view of the school’s strengths and weaknesses. However, they have not identified where leadership could be further improved. Behaviour has improved. However, a small minority of pupils are not engaged in their own learning and, consequently, disrupt the learning of others through low-level off-task behaviour. Most pupils comply with instructions in classrooms but a significant number are less motivated to produce their best work to improve their learning. Attendance remains below national averages. The proportion of pupils who are regularly absent from school remains above the national average. Levels of fixed-term and permanent exclusions are above those nationally. Students studying academic programmes in the sixth form have not made the progress other students make nationally who have similar starting points. The school has the following strengths Leaders have developed a curriculum which takes into account pupils’ wide range of complex needs. Pupils are beginning to make better progress than they have in the past, particularly pupils in key stage 3, who make good progress. Trustees and leaders are knowledgeable about the community the school serves and are sensitive to its needs when making necessary school improvement decisions. The headteacher provides strong and focused leadership.