Brayton Academy


Name Brayton Academy
Website http://www.braytonacademy.org.uk
Ofsted Inspection Rating Outstanding
Inspection Date 12 June 2019
Address Doncaster Road, Selby, North Yorkshire, YO8 9QS
Phone Number 01757707731
Type Academy
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 402 (53% boys 47% girls)
Number of Pupils per Teacher 16.3
Academy Sponsor The Rodillian Multi Academy Trust
Local Authority North Yorkshire
Percentage Free School Meals 11.9%
Percentage English is Not First Language 2.7%
Persisitent Absence 9%
Pupils with SEN Support 15.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is smaller than the average-sized secondary school. The proportion of disadvantaged pupils is lower than average. The proportion of pupils with SEND is above average. The proportion who have an education, health and care plan is below average. The majority of pupils are from White British backgrounds. The majority of pupils speak English as a first language. A very small number of pupils attend Southway alternative provision, which offers vocational and applied curriculum subjects. The school is a member of the Rodillian Multi Academy Trust. The school receives support from leaders and partner schools within the trust. Responsibility for the school rests with trustees, who delegate some powers to the local governing board. The academy trust website and scheme of delegation can be found at www.rodillianacademytrust.co.uk.

Summary of key findings for parents and pupils

This is an outstanding school Leaders and governors provide outstanding leadership that is valued by staff, pupils, parents and carers. Senior leaders have a realistic and highly accurate understanding of the school’s strengths and areas for further development. Their self-evaluation is accurate and thorough. Leaders and trustees have ensured that strong systems are in place for checking the school’s work and planning for improvement. The school has a broad and balanced curriculum that develops pupils’ resilience and confidence as well as their academic development. Consequently, pupils are being well prepared for the next stage of their education. Teachers have strong subject knowledge. They use skilful questioning effectively and provide pupils with focused guidance. Pupils respond enthusiastically to this guidance and use it to improve their learning. Teachers have high expectations and ensure that the work they set challenges all pupils. As a result, pupils make substantial progress in their learning across subjects. Pupils’ behaviour is exemplary across the school. Pupils show respect to each other and to staff. Around the school, the atmosphere is calm and welcoming. Pupils have excellent attitudes to learning. They are positive about their experiences at the school and this has a positive impact on their progress. Pupils receive a strong programme of careers information and guidance. They are well prepared for each stage of their education in the school and for the next stage in their education after they leave. Pupils enjoy their learning at this school. The vast majority of pupils are rarely absent. Leaders ensure that the importance of good attendance remains high profile. Pupils benefit from high-quality personal development programmes. However, pupils currently do not have a well-developed ‘student voice’ arrangement and, in addition, some elements of the personal development programme are not as well developed as they could be.