The City Academy Bristol

Name The City Academy Bristol
Ofsted Inspection Rating Good
Inspection Date 02 April 2019
Address Russell Town Avenue, Bristol, Avon, BS5 9JH
Phone Number 01179413800
Type Secondary
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 738 (54% boys 46% girls)
Number of Pupils per Teacher 15.6
Academy Sponsor Cabot Learning Federation
Local Authority Bristol, City of
Percentage Free School Meals 34.6%
Percentage English is Not First Language 47.2%
Persisitent Absence 26.4%
Pupils with SEN Support 14.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The City Academy Bristol is a smaller than average secondary school. The school opened as an academy in 2003. In 2016 the Cabot Learning Federation, a multi-academy trust, took over as the operator of the school. It provides a range of support. The proportion of pupils from minority ethnic groups is well above average, as is the proportion of pupils who speak English as an additional language. Over half the pupils in the school are known to be eligible for the pupil premium. This is much higher than average. The proportion of pupils with SEND is above the national average. The school has a specialist resource base for pupils with moderate learning difficulties. The school has a lower than average proportion of higher attaining pupils, although this proportion is increasing year-on-year in key stage 3. Some pupils attend alternative provision at CLF Engage and Bristol Futures Academy, which are both part of the Cabot Learning Federation. Other pupils attend alternative provision at Learning Partnership West, Include, and some pupils attend hospital education because they are too unwell to attend school.

Summary of key findings for parents and pupils

This is a good school The dynamic leadership of the principal and senior leaders, well supported by the trust, has ensured that The City Academy Bristol now provides a good education for its pupils. Leaders communicate their high aspirations to pupils, parents, carers and staff. Leaders have a good understanding of the school’s strengths and weaknesses. They know what to do to make the school even better and have introduced effective improvement plans. Teaching is good. The most effective teachers use questions well to encourage pupils to explain their thinking. However, there are some inconsistencies in teaching, and not all pupils are supported or challenged well enough to do their best. Pupils make good progress in all year groups. This is especially the case in English and mathematics. Leaders track pupils’ progress carefully and act swiftly to address any underperformance. Leaders ensure that courses and qualifications are very well matched to pupils’ strengths and aspirations. The achievement of disadvantaged pupils has improved significantly as a result of good teaching and the effective deployment of additional resources. Pupils with special educational needs and/or disabilities (SEND) receive effective personalised support and most are making improved progress. Pupils who speak English as an additional language achieve well. Pupils make slower progress in science and the expressive arts. There is a well-organised, thorough approach to safeguarding pupils across the school. Pupils feel safe and they trust staff to take care of them. Pupils are alert to contemporary risks because of the guidance they receive. Rates of attendance are increasing but are still below the national average. The proportion of pupils who are persistently absent is falling but is still too high. Leaders are working hard to ensure that attendance improves more rapidly. The use of fixed-term exclusion has decreased significantly as behaviour has improved. Governance is highly effective. Rigorous accountability measures are in place to support and challenge the principal and his senior team.