|Name||Titus Salt School|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 February 2016|
|Address||Higher Coach Road, Baildon, Shipley, West Yorkshire, BD17 5RH|
|Religious Character||Does Not Apply|
|Number of Pupils||1456 (52% boys 48% girls)|
|Number of Pupils per Teacher||15.4|
|Percentage Free School Meals||15.8%|
|Percentage English is Not First Language||8.1%|
|Pupils with SEN Support||7.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Titus Salt School is larger than the average-sized secondary school. The large majority of pupils are White British. The proportion of pupils from minority ethnic groups is above the national average, with the large majority being Pakistani. Most pupils speak English as their first language. The proportion of pupils known to be eligible for support through the pupil premium is above average. The pupil premium is additional government funding provided for pupils known to be eligible for free school meals or who are looked after. The proportion of pupils who have special educational needs or disability is below average. The school has designated provision for 16 pupils between 11 and 17 years of age with severe learning difficulties or disabilities. The school currently has 22 pupils who attend registered alternative providers on a part-time or full-time basis. The alternative providers used by the school are Bradford College, Keighley College, PRISM, the Lighthouse Group and Pipeline. The school meets the government’s current floor targets, which are the minimum expectation for pupils’ attainment and progress. Since the last inspection the school has received support from the Northern Lights Teaching School Alliance.
Summary of key findings for parents and pupils
This is a good school The governors, headteacher and other senior leaders have sustained a clear vision and sense of direction. Staff across the school are on board and committed to the school’s improvement. The quality of teaching has improved. Most teachers plan engaging lessons that motivate pupils. They use the information they hold on pupils’ attainment well, so that lessons build on what pupils already know, understand and can do. Rates of progress across most subjects show improvement over time. Pupils currently in the school are making good progress in English and mathematics. The teaching of literacy is a strength. The school uses a range of imaginative and innovative strategies to promote a lifelong love of reading. Pupils benefit from an extensive range of extra-curricular opportunities and partnerships with employers. Good careers guidance helps all pupils progress into education, employment or training. The wider curriculum caters well for pupils’ social, moral, spiritual and cultural development. There is a harmonious atmosphere around the school and behaviour is good. Pupils are keen to come to school. Attendance is well above average and punctuality is exceptional. Staff are vigilant and highly adept at identifying pupils at risk. They intervene quickly and take appropriate steps to protect pupils. All pupils, including those who attend the specialist provision, are extremely well cared for. Standards are rising in the sixth form because : teaching is improving. Learners are highly complimentary about their experience. It is not yet an outstanding school because : At Key Stage 4, the progress and attainment of boys lags behind that of girls. Strategies the school is employing to narrow this gap are yet to have a significant impact. Marking and feedback in some departments has limited impact. Some teaching is not pitched at the right level, resulting in slower progress. Progress on academic courses in the sixth form is variable. For example, learners made less than average progress in English literature, history and textiles in 2015.