One In A Million Free School

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About One In A Million Free School

Name One In A Million Free School
Ofsted Inspections
Principal Mrs Jane Hobbs
Address Cliffe Terrace, Bradford, BD8 7DX
Phone Number 01274723439
Phase Academy
Type Free schools
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 378
Local Authority Bradford
Highlights from Latest Inspection

What is it like to attend this school?

The educational experiences that pupils receive at One in a Million Free School are mixed. In some subjects, the curriculum is not fully embedded. This means that some pupils have gaps in their knowledge that have developed over time.

Leaders are taking action to address this. However, the quality of education that pupils receive continues to be mixed.

Leaders have high expectations of pupils' behaviour and conduct.

Leaders have ensured that pupils understand the behaviour systems and routines. Pupils typically behave well. However, the behaviour of some pupils is less positive when staffing is disrupted.

Bullying is rare. If it does occur, it is with effectively and efficiently. Pupils are happy and feel safe.

Pupils develop their talents and interests through a range of extra-curricular activities, such as archery, cricket and library club. Personal development is actively promoted through the personal, social and health education (PSHE) programme.

Pupils learn how to keep themselves safe on and offline.

Diversity and equality are promoted in these sessions and across the curriculum.

What does the school do well and what does it need to do better?

The quality of education that pupils receive in different subjects is variable. In subjects, such as Spanish and religious education, where leadership has been consistent, the curriculum identifies the important content that leaders want pupils to know and remember.

Teachers in these subjects, ensure that new learning connects to previously taught content to help pupils tackle complex work.

In other subjects, such as history and food technology, new leaders have started to improve the curriculum to address gaps in pupil knowledge. However, across several subjects, there are significant gaps in pupils' knowledge.

In these subjects, the delivery of the curriculum is inconsistent.

Pupils with special educational needs and/or disabilities (SEND) are supported well. Teachers are given clear guidance on how to meet pupils' needs.

Where appropriate, pupils study the same curriculum and teachers adapt their teaching to meet the needs of pupils.

Leaders identify pupils who may need additional support with reading. This includes those pupils who may need support to develop their phonics knowledge.

Leaders have implemented new systems to help pupils to read fluently. However, leaders have not ensured that pupils at the earliest stages of reading receive the support they need to catch up quickly.

Leaders have implemented a behaviour system with an emphasis on clear and consistent routines.

Pupils respond well to this approach. Low-level disruption in lessons has reduced over time. A minority of pupils receive sanctions, such as suspensions.

Some of these pupils have repeat suspensions. Leaders are developing new strategies to work with these pupils, and their parents, to improve their behaviour.

Most pupils attend school well.

Leaders have measures in place to ensure that pupils who do not attend well improve their attendance. They know that they need to continue to work with parents to make sure that all pupils are in school to learn.

The curriculum supports pupils' wider personal development.

Pupils gain the knowledge that they need to be ready for their next steps in education and beyond. The PSHE curriculum is well thought through. Pupils benefit from effective careers information, education, advice and guidance.

This helps them to make informed decisions about their future.

Leaders, including those responsible for governance, recognise the important role the school plays in the school community. Leaders currently face additional challenges related to staffing.

Leaders do not check the impact of their actions closely enough. This means they do not analyse the information that is available to them to inform their next steps. Most staff feel that leaders are mindful of their workload and supportive of their well-being.

Staff are proud to work at the school.


The arrangements for safeguarding are effective.

Leaders have identified local safeguarding risks.

Pupils are taught about these in an age-appropriate way. Pupils learn how to keep themselves safe, including when online and in the community.

Leaders and staff know their pupils and families well.

Teachers are trained to identify any safeguarding concerns. Leaders have effective systems in place for staff to report and record any concerns. They work closely with a range of external agencies to ensure that pupils and families receive timely help and support if necessary.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, pupils have had variable experiences in lessons. This has led to them having gaps in their knowledge. Leaders need to ensure that the curriculum is designed and implemented appropriately to address gaps in knowledge and help pupils to remember important knowledge across all subjects.

• Pupils at the early stages of reading do not get the support that they need. As a result, these pupils struggle to access parts of the curriculum. Leaders need to implement a coherent programme to support pupils at the early stages of reading to catch up quickly.

Leaders do not check the impact of their actions closely enough. This means that in some areas of the school, they are unclear about how effective their actions have been. Leaders need to ensure that they carefully monitor the impact of their actions and use this information to better inform their school improvement priorities.

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