Bradford Forster Academy

Highlights from Latest Inspection

What is it like to attend this school?

A significant minority of pupils at Bradford Forster Academy do not demonstrate positive attitudes to their education or to one another.

Lessons are disrupted too frequently. Staff do not challenge this poor behaviour consistently. As a result, there is an unruly atmosphere in certain areas of the school.

The behaviour of some pupils has a negative impact on others' education. Derogatory, rude and offensive language is heard inside and outside of classrooms. Pupils say that bullying is common.

Many do not have faith in staff to deal with incidents of bullying and disruptive behaviour. Consequently, some pupils have stopped reporting their concerns because the...y believe little will be done. Some pupils feel unsafe because of the actions and words of others.

A significant number of parents and carers who responded to Ofsted Parent View, Ofsted's online survey, shared these concerns.

Leaders have not taken effective action to address weaknesses at the school. Recently, minor improvements in the behaviour and attendance of some pupil groups have been achieved.

Changes to the curriculum and new teaching strategies have begun to improve pupils' educational experience. However, outcomes of external examinations for many pupils, particularly those who are disadvantaged, are poor.

Pupils are increasingly involved in enrichment activities, including a 'Sports Academy' and the Duke of Edinburgh's Award.

These opportunities are appreciated by those who take part in them.

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

Since the previous inspection, standards have declined at the school. This has had a negative impact on the behaviour and attendance of pupils and the quality of education they receive.

Trust and school leaders have not taken swift enough action to address areas of concern. They do not demonstrate the capacity to bring about sustained school improvement. Those with responsibility for governance understand the severity of the challenges that leaders face to improve the school.

However, governors do not understand well enough the effect of leaders' actions to improve behaviour or the quality of education that pupils receive.

The school's own information highlights that a considerable number of behaviour incidents occur each day. Pupils are regularly removed from lessons and many are suspended.

A significant number of pupils have been permanently excluded. Extra support for those pupils with the most challenging behaviour is in place. This is beginning to have a positive effect on a small number of pupils.

However, the education of many pupils is still disrupted too frequently by poor behaviour.

Despite some pupils being part of a whole-school diversity group, encouraging inclusion and tolerance, the use of derogatory and intolerant language by some pupils is common. Pupils told inspectors that homophobic and racist language is a regular occurrence.

Leaders' records show a slight decline in these incidents over time. However, pupils continue to experience intolerant language too frequently.

The personal, social and health education curriculum at the school is relatively new.

The important messages it contains are not well understood. Pupils lack tolerance and respect for those who are different from themselves. Older pupils, especially, have not benefited from an effective personal development curriculum that could prepare them better for life in modern Britain.

Leaders have devised a curriculum in other subjects that is well planned and sequenced. It is broad and meets the ambition of the national curriculum well. In English, for example, pupils study a diverse and well-considered choice of texts.

Some pupils are beginning to remember more of the important knowledge they have been taught. However, this is not consistent across all curriculum subjects.

Teachers ask questions that help pupils to develop a deeper understanding of what they have been taught.

There are opportunities for pupils to practise what they have previously learned. However, pupils' learning experiences are too varied. Staff do not have high enough expectations of them.

This has a negative impact on pupils achieving their full potential. Staff do not use assessment consistently to identify what pupils remember. This contributes to gaps in pupils' knowledge and understanding.

Leaders ensure that pupils who need additional support to improve their reading receive the help that they need. This includes phonics teaching for those at an early stage of learning to read. This has led to some pupils becoming more confident readers.

Pupils with special educational needs and/or disabilities (SEND) receive additional support from staff with specialist training. In some curriculum subjects, pupils with SEND have their needs met well. However, not all staff make suitable adjustments for pupils with additional needs.

This has a negative impact on some pupils' learning.

Independent careers advice, work experience and opportunities to visit colleges help pupils in Years 10 and 11 make informed choices about their futures. Almost all pupils continue in education, employment or training on leaving school.

However, younger pupils do not have a secure understanding of their career options.

The majority of staff are proud to work at the school. They say that they are well supported by leaders who consider their workload and well-being.

However, some staff shared their concerns about poor behaviour and how it is managed at the school.

Safeguarding

The arrangements for safeguarding are effective.

Staff are confident to pass on any concerns they may have about the welfare of a pupil.

Leaders' records show these concerns are acted on quickly to protect pupils from harm. The safeguarding team works closely with external agencies to seek the relevant support for children and their families.

Leaders recognise that, over time, some significant improvements have been required to systems and processes for safeguarding at the school.

These improvements have been acted on to ensure that pupils are not at risk of harm. However, behaviour and attitudes at the school continue to be a significant concern for staff and pupils. There is more to do to ensure that pupils are confident to report any concerns they may have.

Leaders know that this is the case.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils display extremely poor behaviour and attitudes. Staff do not consistently challenge inappropriate behaviour.

Learning is disrupted by pupils who are openly defiant and show disrespect towards staff. There is an unruly atmosphere within parts of the school. Trust and senior leaders should take urgent action to bring about improvements in pupils' behaviour and attitudes within the school.

Further support is required for some staff so that they have confidence to challenge unacceptable behaviour among pupils. ? Pupils experience derogatory language and some are bullied on a regular basis. Pupils do not have confidence in leaders to address these issues.

As a result, some pupils feel unsafe or uncomfortable around their peers. Leaders should urgently review their systems and processes for the reporting and recording of such incidents so that pupils have confidence to share their concerns and that these will be acted on swiftly. Furthermore, leaders should act swiftly so that fewer pupils use derogatory language or bully others.

• Too many pupils are absent from school on a regular basis. Leaders' actions have had little impact on improving attendance over time. This means some pupils regularly miss out on learning and have significant gaps in their knowledge.

Leaders should review their approach to improving attendance to secure a rapid and sustained improvement to rates of attendance across the school. ? A broad and balanced personal development curriculum is not well established across the school. Pupils' appreciation and understanding of other cultures and British values is weak.

Pupils do not regularly engage in extra-curricular activities. Leaders should ensure that the new personal development curriculum is securely embedded across the school and that pupils understand the important messages it contains, taking up every opportunity afforded to them to experience and engage in extra-curricular activities. The quality of education that pupils receive at the school requires improvement.

What pupils will learn, and in what order, has been carefully set out by leaders. However, pupils' learning and assessment of what pupils know are inconsistent. This means that pupils are not learning and remembering the important skills and knowledge intended.

Outcomes for pupils are weak. Leaders should ensure that all staff understand how to implement the curriculum consistently and that assessment is used to inform next steps in teaching. ? School and trust leaders do not have the capacity to bring about swift and long-lasting improvements at the school.

There are several entrenched weaknesses across the school that have a negative effect on pupils' learning and their day-to-day experiences. School and trust leaders should urgently seek additional leadership capacity with the relevant experience and track record to bring about urgent improvements at the school. ? Having considered the evidence, I strongly recommend that leaders and those responsible for governance do not seek to appoint early career teachers.

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