School etc

Bradford Academy

Bradford Academy
Teasdale Street
West Yorkshire

phone: 01274 256789

principal: Mr Gareth Dawkins


school holidays: via Bradford council

1666 pupils aged 3—19y mixed gender
1250 pupils capacity: 133% full

885 boys 53%


780 girls 47%


Last updated: June 20, 2014

All Through — Academy Sponsor Led

Education phase
All Through
Religious character
Church of England
Establishment type
Academy Sponsor Led
Establishment #
Open date
Sept. 1, 2007
Reason open
New Provision
OSGB coordinates
Easting: 417953, Northing: 431225
GPS coordinates
Latitude: 53.777, Longitude: -1.7291
Accepting pupils
4—18 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 29, 2013
Diocese of West Yorkshire and the Dales
Region › Const. › Ward
Yorkshire and the Humber › Bradford East › Bowling and Barkerend
Urban > 10k - less sparse
Admissions policy
SEN priorities
PD - Physical Disability
Sixth form
Has a sixth form
Free school meals %
Trust school
Is supported by a Trust
Learning provider ref #

rooms to rent in Bradford

Schools nearby

  1. 0.2 miles Dudley Hill First School BD49PH
  2. 0.2 miles Lorne First School BD47PS
  3. 0.2 miles Bowling Community College BD47QT
  4. 0.2 miles Bolling Special School BD47SY
  5. 0.2 miles Fenby Middle School BD47PS
  6. 0.2 miles Lindley House School BD47SY
  7. 0.2 miles Bradford Cathedral Community College BD47QT
  8. 0.2 miles Darul Uloom Dawatul Imaan BD49PH (174 pupils)
  9. 0.3 miles Lower Fields Middle School BD48RG
  10. 0.3 miles Lower Fields Primary School BD48RG (463 pupils)
  11. 0.3 miles Oastlers School BD47RH (26 pupils)
  12. 0.5 miles Bierley CofE First School BD46AA
  13. 0.5 miles Holme Middle School BD49AE
  14. 0.5 miles Knowleswood Primary School BD49AE (437 pupils)
  15. 0.5 miles Douglas Road School
  16. 0.6 miles St Columba's Catholic Primary School BD49PY (422 pupils)
  17. 0.7 miles Gregory Middle School BD46AF
  18. 0.7 miles St Blaise RC Middle School BD46AF
  19. 0.7 miles Newhall Park Primary School BD46AF (435 pupils)
  20. 0.7 miles Primary Pupil Referral Unit BD58DB (26 pupils)
  21. 0.8 miles Usher Street Primary School and Nursery BD47DS
  22. 0.8 miles St John's CofE Primary School BD46JF (493 pupils)
  23. 0.8 miles Broomwood Middle School BD46JF
  24. 0.8 miles Rise Mentoring BD47EX (8 pupils)

List of schools in Bradford

School report

Bradford Academy

Teasdale Street, Bradford, West Yorkshire, BD4 7QJ

Inspection dates 29–30 January 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Since the previous inspection, the quality of
Given their starting points, almost all pupils
The sixth form is good. Pupils make good
This is a very inclusive academy where every
The behaviour of pupils and their attitudes to
teaching has improved. Teaching is good in
the large majority of lessons and some is
outstanding. This is having a positive impact
on pupils’ attainment and progress.
make good progress at all key stages
throughout the academy.
progress and are well prepared for the next
stage of their education, training or
pupil is equally valued and well cared for
through the academy’s pastoral care systems.
Bullying is rare and pupils feel very safe.
learning are good.
The attendance and punctuality of pupils is
The curriculum is well planned to meet pupils’
The involvement of the academy in the
improving year-on-year.
needs and prepares them well for the next
stage of their education. This also very
effectively supports pupils’ spiritual, moral,
social and cultural development, which is
outstanding. The quality of leadership and
management from senior leaders and
governors is good. They demonstrate a clear
commitment and determination to drive the
continued improvement of teaching and pupils’
Bradford Partnership is a strength. The support
the academy receives through the partnership
helps to promote improvement in the quality of
Teaching is not consistently good and not
Teachers do not always use information on

enough teaching is outstanding.
pupils’ learning to ensure that the progress
made by all pupils is never less than good.
The marking of pupils’ work is not consistently
Teachers do not always apply the academy’s
good and does not always clearly inform pupils
what they need to do to improve.
literacy policy across all subject areas to enable
pupils to develop their literacy skills
consistently well.

Information about this inspection

  • The inspectors observed 54 lessons. Four observations were conducted jointly with members of
    the senior leadership team.
  • The inspectors observed the academy’s work, including the academy’s self-evaluation and
    development plans, documents relating to behaviour and safeguarding, minutes of the governing
    body meetings, internal and external pupil progress data and pupils’ work.
  • The inspectors held meetings with six groups of pupils, staff, four members of the governing
    body and a representative of the Bradford Partnership.
  • The inspectors took account of the 99 responses from parents in the on-line questionnaire
    (Parent View), together with the 42 responses to the staff questionnaire, a letter received from a
    parent and an informal conversation with a parent.

Inspection team

Alan Parkinson, Lead inspector Additional Inspector
John Leigh Additional Inspector
Peter McKay Additional Inspector
Jane Alexander Additional Inspector
Katharine Halifax Additional Inspector
Pamela Hemphill Additional Inspector

Full report

Information about this school

  • This is a large all-through academy. There are currently no pupils at Key Stage 2 because all-
    through status began in September 2010.
  • The proportion of pupils known to be eligible for the pupil premium is well above the national
    average. The pupil premium is the additional funding provided for children in local authority
    care, those known to be eligible for free school meals and the children of forces families.
  • The proportions of pupils from minority ethnic backgrounds and those who speak English as an
    additional language are well above the national average.
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is above average. The proportion of those supported through school
    action plus or with a statement of special educational needs is well above average.
  • The academy has two specially resourced provisions for pupils with special educational needs.
    There are currently 16 pupils in the designated special provision for physical disability and one
    pupil in the designated special provision for autism.
  • The academy meets the government’s current floor standards, which set the minimum
    expectations for pupils’ attainment and progress.
  • The academy enters students for some GCSE examinations earlier than usual.
  • The academy provides alternative provision for a small group of pupils through its own off-site
    centre and Step Out programme and through collaboration with external providers, such as local
    businesses and charities, as well as Bradford’s Pupil Referral Unit.
  • The academy is an active member of the Bradford Partnership which is a partnership between
    28 Bradford secondary schools to support school excellence and raise standards.
  • The academy has achieved several awards in recognition of the quality of its work. These include
    the Inclusion Charter Mark, Investors in Pupils, Investors in Families and the International
    Schools award.

What does the school need to do to improve further?

  • Improve the quality of teaching so that it is at least consistently good and increase the
    proportion of outstanding lessons to further raise pupils’ achievement by:
    ensuring teachers’ take every opportunity to put into practice the academy’s literacy policy to
    enable pupils to develop their reading, writing and communication skills across all subject
    sharing the good practice in teachers’ marking of pupils’ work across all subjects areas to
    ensure that teachers' comments clearly inform pupils what they need to do to improve and
    ensure that pupils complete work as requested
    ensuring that teachers use information about how well pupils have learned to plan future
    lessons and always set work for pupils, whatever their ability, that enable them to make at
    least good progress in all lessons.

Inspection judgements

The achievement of pupils is good
  • Children join the Early Years Foundation Stage with skills and abilities that are below those
    expected for their age, especially in communication, language and literacy and personal and
    social development. As a result of good teaching, children make good progress. By the end of
    the Reception Year, the majority of children have developed skills that are typically expected for
    their age across all areas of learning. Given their starting points, children’s progress in
    developing understanding of the world is far greater than would be expected.
  • At Key Stage 1, pupils’ progress is good and attainment in reading, writing and mathematics is
    improving. Pupils use their phonics skills well (linking letters to the sounds that they make) to
    help them read difficult words. As a result, they make good progress and their attainment in
    reading is in line with that expected.
  • Pupils’ attainment on entry to Key Stage 3 is well below the national average. However, over the
    last two years there has been a significant upward trend of improvement in pupils’ attainment
    and progress. For example, the proportion of pupils achieving five or more GCSE passes at A* to
    C grades, including English and mathematics, has risen from 24% in 2010 to 42% in 2012.
  • Although the academy enters pupils early for their GCSE mathematics examination, pupils have
    the opportunity and are encouraged to re-take the examination at a later stage to achieve a
    higher grade.
  • The academy has focussed particularly on raising achievement in English and mathematics. As a
    result, the proportions of pupils making expected progress and those making more than
    expected progress has increased year-on-year in both English and mathematics.
  • The academy’s robust system to check on the progress of pupils indicates that attainment and
    progress will continue to rise in 2013. The academy uses this information well to identify at an
    early stage those pupils who are at risk of falling behind in their learning who need of additional
    support. For example, the additional support given to pupils identified as needing to improve
    their literacy and numeracy skills is particularly effective.
  • Disabled pupils, those with special educational needs, those in the designated specialist
    provisions, those from minority ethnic backgrounds and those who speak English as an
    additional language are well supported in their learning, make good progress and achieve well.
    The gaps in achievement between different groups of pupils, including those supported by the
    pupil premium, are closing year-on-year in both English and mathematics.
  • Although pupils’ attainment on entry to the sixth form is generally below national comparisons,
    particularly for A-level courses, they make good progress and attainment is improving.
  • Although the overall achievement of pupils’ is good, it is not yet outstanding because the overall
    attainment is below national averages.
The quality of teaching is good
  • In the best lessons, where sometimes outstanding teaching was seen, pupils are keen to learn
    and make very good progress. Teaching is very well organised and planned and teachers make
    clear to students what they are going to learn. Teachers demonstrate good subject knowledge
    and use effective questioning to encourage pupils to think for themselves and develop their
  • In some outstanding lessons, enthusiastic teaching engaged pupils fully in their learning. For
    example, in a whole of Key Stage 1 music session, ‘think of a number’, pupils’ made excellent
    progress in developing their singing, listening and performance skills with some pupils’
    confidently singing solo. Pupils also developed their numeracy skills by counting the beats as
    well as developing their understanding and knowledge of music. In a Year 7 art lesson, all pupils
    were fully engaged in completing a drawing that took them ‘up, up and away’ into a world of
    imagination to a place they have never visited before.
  • In some lessons, teachers do not always use information about how well pupils have learned to
    plan future lessons. Teachers’ expectations of what the pupils can do are not always high
    enough. As a result, teachers do not always set work that enables all pupils to learn quickly
  • Some marking of pupils’ work by teachers is very good and clearly shows pupils what they need
    to do to improve further. However, this good practice is not consistently applied across all areas.
    In addition, teachers do not always ensure that the pupils follow up their comments.
  • Pupils say they enjoy their lessons and feel that they are well taught. In the vast majority of
    lessons pupils work well together. The good relationships between pupils and teachers and
    between pupils themselves, promote positive attitudes to learning and enable pupils to get on
    with their work well.
  • The reading programme for all Key Stage 3 pupils has been particularly effective in accelerating
    the development of pupils’ literacy skills. However, teachers do not always put into practice the
    academy’s literacy policy during their lessons. As a result, pupils’ development of literacy skills is
    not as good as it should be across all subject areas.
  • Teaching assistants make a significant contribution to pupils’ learning, particularly to those that
    are disabled, those with special educational needs and those identified by the school needing
    additional support. This effectively enables them to make progress that is in line with that of all
    other pupils.
The behaviour and safety of pupils are good
  • Behaviour in lessons and around the academy is good. Pupils are polite and courteous to each
    other, staff and visitors.
  • Pupils say they feel very safe in the academy. They have a good understanding of how to keep
    themselves safe, for example, with regard to e-safety and using the internet. They have a clear
    understanding of the different forms of bullying and report that bullying is rare. When any
    instances of bullying do occur, they are quickly resolved.
  • Pupils are well cared for by teachers and other adults. The pastoral care system is a strength of
    the academy and is valued by both pupils and parents. Pupils supported through the designated
    specialist provisions are well cared for and make good progress both academically and socially.
  • This demonstrates the academy’s commitment to offering all its pupils equal opportunities to be
    successful. Comments made by pupils include, 'I am lucky to be at this school'; 'Learning is fun';
    and 'I have improved in mathematics with all the help I have had'.
  • The academy has established effective partnerships with parents and external agencies that
    enable effective support to be given when problems arise to pupils whose circumstances make
    them vulnerable.
  • The responses to Parent View indicate that a very large majority of parents support the view
    that pupils behave well in academy, they are not bullied, they are well cared for and they feel
  • The academy provides opportunities for students to develop as responsible individuals by taking
    on positions of responsibility, such as 'lead learners', house captains, home team representatives
    and as members of the academy’s senior student leadership team. This enables them to make a
    significant contribution to the academy community. For example, lead learners in literacy act as
    reading buddies to support younger pupils and sports leaders assist in coaching activities.
  • Over the last three years, attendance has continued to improve and is now close to the national
    average. The academy is successfully implementing strategies to reduce the number of
    persistent absences.
The leadership and management are good
  • The academy’s Principal, senior leaders and governing body have accurately identified the
    academy’s strengths and areas for further improvement. They demonstrate a passion and
    commitment for further improvement and have a clear focus on raising attainment by improving
    the quality of teaching. The strategies already implemented to improve the quality of teaching
    are resulting in accelerated rates of progress by pupils at all stages across the academy.
  • The academy is actively engaged in the Bradford Partnership of schools. This is a strength and
    the support received through the partnership is very effective and valued by the academy’s
    leaders and governing body. For example, the partnership reviews the academy’s performance
    and has recently reviewed the academy’s quality of teaching, agreeing with the academy’s own
    views. The partnership also provides opportunities for staff training and development and
    enables good practice to be shared between schools.
  • The academy has received outstanding recognition from the local authority over the last three
    years for its work with physically disabled pupils. This success led to the setting up of the
    academy’s second designated specialist provision for autism.
  • The academy’s systems for making checks on the quality of teaching are very effective and
    provide teachers with accurate feedback on their performance. This information is used well to
    provide a relevant programme of staff training and to advise the governing body about teachers’
    pay awards.
  • The curriculum is well planned at all stages throughout the academy. Pupils are offered courses
    and opportunities that meet their interests well. They help them to develop their academic and
    social skills and prepare them well for the next stage of their education, training or employment.
  • The academy offers a range of enrichment activities that provides students with opportunities
    and experiences to develop their personal and academic skills. For example, pupil members of
    the student senior leadership team are mentored by members of staff to enable them to
    contribute effectively to the further improvement of the academy. House assemblies provide
    pupils with opportunities for reflection and how they can support others. These activities
    contribute well to pupils’ spiritual, moral, social and cultural development which is outstanding.
  • The academy provides alternative provision for some pupils to provide appropriate courses,
    support and work placements that enable them to be successful. The school takes all reasonable
    steps to ensure that pupils at work placements have good attendance, behave well and are safe.
  • The governance of the school:
    The governing body effectively supports and challenges the academy’s leaders at all levels.
    The governing body knows about the academy's performance and its strengths and has an
    accurate understanding of what needs to be done to improve the academy further. Governors
    check on the quality of teaching well and use performance management to set appropriate
    and challenging targets. They give appropriate attention to the connection between the quality
    of work that staff do and the arrangements for pay. They have a good understanding of the
    school’s finances, including pupil premium spending, to provide additional teaching and
    learning opportunities to improve the English and mathematical skills of pupils who are at risk
    of falling behind. Safeguarding policies and procedures meet the statutory requirements.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 135367
Local authority Not applicable
Inspection number 402697

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Academy sponsor-led
School category Non-maintained
Age range of pupils 3–19
Gender of pupils Mixed
Gender of pupils in the sixth form Mixed
Number of pupils on the school roll 1,535
Of which, number on roll in sixth form 303
Appropriate authority The governing body
Chair Howard Astin
Principal Gareth Dawkins
Date of previous school inspection 3 February 2010
Telephone number 01274 256789
Fax number 01274 256790
Email address reveal email: i…


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