|Name||Co-op Academy Leeds|
|Ofsted Inspection Rating||Requires improvement|
|Address||Stoney Rock Lane, Leeds, LS9 7HD|
|Religious Character||Does Not Apply|
|Number of Pupils||904 (50.9% boys 49.1% girls)|
|Number of Pupils per Teacher||13.4|
|Academy Sponsor||The Co-Operative Academies Trust|
|Percentage Free School Meals||50.2%|
|Percentage English is Not First Language||73%|
|Pupils with SEN Support||13.7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (22 January 2019)
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Information about this school
The school is an average-sized secondary school. It is an academy converter and is part of the Co-op Academy Trust, with a local governing body. The proportion of disadvantaged pupils eligible for support through the pupil premium is well above the national average. The proportion of pupils on roll who speak English as an additional language is high. Over 70 different languages are spoken by pupils at the school. The school runs its own off-site provision, the Henry Barran Centre. There are currently 18 pupils attending this provision. The school also places a small number of pupils in the following alternative off-site provision for part of the week or full-time: Focus Training, The Hunslet Club, Leeds College of Building, YES! Project, The Work, Involve, Reconciliation Training, Southway, MAP Charity, Meanwood Valley Urban Farm, OIL Mechanics and Core Training Development.
Summary of key findings for parents and pupils
This is a school that requires improvement While the quality of teaching is improving, it is still too variable both within and between different subject areas. Some teachers do not use assessment information accurately enough to set work that challenges all pupils. Teachers? expectations of what pupils can achieve are not consistently high. Some teachers do not check pupils? learning closely. Not all pupils develop their skills and understanding well enough and this contributes to inconsistent outcomes for pupils. Although pupils are making better progress than in the past, too many, including those who are disadvantaged, are still not achieving well across a number of subjects, including English and mathematics. Weaknesses in pupils? literacy skills, including their use of accurate grammar, punctuation and spelling, are a barrier to learning for some pupils, and this hinders their progress. Some pupils, including some who attend the alternative provision, do not attend school regularly enough. The school has the following strengths The principal, trustees and governors are ambitious for pupils and determined to continue to improve all aspects of the school. Leaders? actions are beginning to improve the quality of teaching and have brought improvements to behaviour and pupils? overall attendance levels. Trustees and governors have an accurate view of the school?s strengths and weaknesses. This has enabled them to challenge school leaders more effectively and to hold them to account. The curriculum is tailored appropriately to meet the needs of the pupils, including those who have recently arrived in the United Kingdom. The sixth form is a strength of the school. Teaching in the sixth form is stronger and more consistent than in the main school. Personal development, behaviour and welfare are strong. There is a culture of respect for others and pupils respond well to expectations of behaviour. Safeguarding is effective. A strong culture of safeguarding exists within the school.