Airedale Academy

Highlights from Latest Inspection

What is it like to attend this school?

The school has introduced new approaches to improve the quality of education. Pupils study a broad range of subjects.

However, curriculum planning and teaching do not consistently support all pupils to remember and apply knowledge securely over time. As a result, many pupils, including some pupils with special educational needs and/or disabilities (SEND), do not achieve as well as they could at GCSE level.

Most pupils behave well.

However, a minority of pupils do not behave as well as they should. They disrupt the learning of others and truant from lessons. Pupils and staff told us about changes to the behaviour system.

However, not all staff are con...sistent in its use. Pupils experience derogatory and discriminatory language from other pupils.

The sixth form is small but valued by the students.

They have limited options of courses to study. There is variability in the quality of the teaching of these lessons. Some students in the sixth form hear the same derogatory language that pupils in the lower years encounter.

Pupils across the school benefit from well-planned visits to extend their experience of the wider world. The school provides a wide range of enrichment activities that many pupils enjoy. However, pupils' understanding of life in modern Britain is limited by the quality of the education they receive in lessons.

What does the school do well and what does it need to do better?

The quality of education that the school provides is not consistent across and within subjects. The school has taken action to develop the curriculum. In some subjects, the most important knowledge that pupils need to learn is mapped out in clear and logical ways.

This is not the case in all subjects.

The curriculum is not taught consistently well across all subjects. The school's use of assessment does not identify pupils' deep understanding of significant concepts well enough.

This means that gaps in pupils' understanding are left unmet.

Pupils with special educational needs and/or disabilities (SEND) access the same curriculum as their peers. However, they receive variable levels of support.

The school has prioritised the support for pupils with education, health and care (EHC) plans. Support for pupils with SEND who do not have an EHC plan is less secure.

The school has developed routines to promote a positive learning environment for all pupils.

However, staff do not apply these routines consistently. Pupils and staff told inspectors that too many lessons are disrupted by poor behaviour. When pupils do not behave well, staff do not support them effectively to help correct their behaviour.

Too many pupils are removed from lessons or suspended from school. Often, when pupils return to lessons, they continue to disrupt learning. Some pupils do not enjoy their time at school because of the poor behaviour of others.

Pupils receive a well-structured programme of personal development. This includes healthy and unhealthy relationships, how to stay safe, fundamental British values and sex and relationships education. Pupils are enthusiastic about activities such as 'Airedale on Tour'.

However, the teaching of personal, social and health education is inconsistent. This means that some pupils do not develop a secure understanding of these important topics.

The sixth form allows students to continue their studies at Airedale Academy.

The school offers three vocational courses, which are suited to the students' needs. All students complete a further award from a local university. In addition, the school expects students to volunteer in the local community and support the school.

For example, some students act as reading partners for younger pupils. The students are taught appropriate information for their age, such as learning about finance. However, too many students do not attend regularly and miss important learning opportunities.

Most staff are proud to work at the school. They believe that leaders are considerate of their workload and well-being. Trustees and trust leaders understand the strengths and weaknesses of the school.

They work in partnership to challenge and support leaders effectively. Trust leaders and trustees are committed to helping the school improve further.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's use of assessment does not accurately check pupils' knowledge and how well pupils have understood important concepts. As a result, some pupils move on to new learning before they are ready, or there are gaps in their learning that impact on their progress. The school should ensure that assessment tasks enable teachers to gain a secure picture of pupils' knowledge and understanding and adapt their teaching accordingly.

• New behavioural systems and expectations are not fully embedded and enacted across the school. Some pupils do not behave well and disrupt the learning of others. The school should ensure that new systems and expectations are consistently applied and that all pupils are supported to manage their behaviour appropriately.

• The curriculum to support pupils' personal development provides limited opportunities for pupils to revisit and recall important content. Pupils' understanding of the fundamental British values is not secure. Some pupils do not show respect for the protected characteristics.

The school should take further action to enhance this aspect of the curriculum. A number of strategies to improve the school have been implemented recently. It is too early to see the impact of some of these strategies.

The school should consistently monitor and evaluate the impact of recent school improvement strategies to ensure that leaders are aware of emerging trends that need further action