|Ofsted Inspection Rating||Requires improvement|
|Address||Beam Street, Barton Hill, Bristol, BS5 9QR|
|Religious Character||Does Not Apply|
|Number of Pupils||83 (67.5% boys 32.5% girls)|
|Local Authority||Bristol, City of|
|Percentage Free School Meals||53.7%|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (08 May 2019)
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Information about this school
Bristol Futures Academy (BFA) is an alternative provision that opened in September 2016. The provision supports 14- to 16-year-olds who have struggled in mainstream school. Places at BFA are commissioned through Bristol City Council and the Bristol Inclusion Panel. Fixed-term places are requested directly by schools. BFA was originally one of five provisions within the Inspirational Future’s Trust (IFT) sponsored by Weston College. During the 2018/19 academic year, the IFT closed the trust. BFA joined the Cabot Learning Federation (CLF) on 1 March 2019. CLF has quickly put in place an interim advisory board while it restructures the school. Since BFA opened in 2016 there have been four headteachers. The interim headteacher started in post in October 2018. The CLF is working to secure the leadership of the school for September 2019. The proportion of pupils who are eligible for pupil premium funding is well above the national average. The proportion of pupils with special educational needs and/or disabilities (SEND) is well above the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement There has been significant turbulence in the leadership of the school since its opening. While the Cabot Learning Federation (CLF) is working quickly to appoint a new principal, the leadership of the school is not yet secured. Priorities for improvement are not checked well enough by leaders and governors to determine what is, or is not, working well and why. Although improving, the attendance and punctuality of pupils are not good. Too many pupils are persistently absent or late. Although significantly improved, pupils’ behaviour is not yet good. Teaching is not yet good. Teaching requires improvement because there remain inconsistencies in the quality of teaching across the school. Outcomes for pupils are not good enough. Pupils, especially the most able, do not make the progress of which they are capable. This is because teachers’ expectations of what pupils can achieve are not consistently high. The current curriculum is not suitable for all pupils as it does not meet their needs well enough. This is especially the case for the most able pupils. The school has the following strengths The inspiring and determined leadership of the interim headteacher has been instrumental to the recent improvements of this school. Staff are passionate and determined to ensure that the recent momentum of improvement is continued in order to equip pupils with the knowledge and skills they need for the future. Relationships between staff and pupils are impressive. Strong relationships enable pupils to build trust with adults. This trust helps pupils feel safe and secure. Parents and carers are highly appreciative of the work of leaders and staff in the school.