Eden Boys’ Leadership Academy, Bradford

Highlights from Latest Inspection

What is it like to attend this school?

Pupils learn a high-quality curriculum with great academic ambition.

It is inclusive to all pupils. They achieve extremely well. The school emphasises a commitment to service, teamwork, ambition and respect.

These values underpin the school's effectiveness in developing pupils' character and positive attributes. Pupils are very well mannered and diligent in their learning. They are happy, feel safe and are proud of their school.

All pupils receive support to achieve qualifications that will help them in their next steps in education or training. This ambition is unwavering in providing opportunities for all pupils, regardless of their background. Pupils with ...special educational needs and/or disabilities (SEND) particularly benefit from this inclusive and ambitious approach.

Pupils are very well informed about potential future careers. They are well prepared for their next steps in employment or training.

Pupils follow a programme of personal development that prepares them exceptionally well for life beyond school.

They benefit from many opportunities to develop leadership skills and to build character. Pupils are proud of their community work and charity contributions. They have raised over £45,000 through charitable work.

Pupils have also distributed 600 food and gift hampers and undertaken many hours of voluntary work in the local community.

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

Leaders have designed and implemented a curriculum with a strong academic core. Throughout key stage 3, there is increasing complexity in what pupils are expected to know.

Teachers carefully check pupils' starting points. Teachers then build on what pupils know and understand. Pupils are very well prepared for the next steps in their learning.

At key stage 4, almost all pupils study the English Baccalaureate suite of subjects. Along with the core subjects, most pupils choose to study either history or geography and Arabic or French.

The curriculum is impressive in the way that it helps pupils to understand their locality and broadens their horizons.

For example, in geography, pupils study local regeneration in Bradford. Later, they consider the reasons for global development gaps by studying Vietnam. In English, pupils learn from a rich range of texts that challenge them to consider a wide range of cultural perspectives.

Pupils, including the most disadvantaged, achieve equally high standards across the curriculum.

The school has established a very positive culture of reading. Pupils speak confidently and knowledgeably about a range of texts, poetry and genres.

Some pupils require additional help to improve their reading. These pupils receive timely and valuable additional support. They catch up quickly with their reading.

Pupils are ambitious for themselves and for what they can contribute to others. They understand that success in education can open doors. Staff nurture these aspirations.

Well-timed and appropriate careers advice builds pupils' secure knowledge of the world of work. The school supports pupils to come into contact with a wide range of employers and higher education providers. All pupils undertake work experience.

Pupils' excellent behaviour and conduct throughout the school are typified at lunchtime. Pupils dine together sociably and with excellent manners. Pupil leaders support their peers at lunchtime and in many other aspects of school life, such as daily prayers.

The moral and social values expressed by pupils are a particular strength. This is facilitated by a highly effective programme of personal development. Pupils have a well-developed understanding of key concepts, such as individual liberty, mutual respect and tolerance.

They know about many faiths, not just their own. Pupils connect with pupils in schools of different faiths and they hold multi-faith events.

Staff are incredibly proud to work at the school.

They share a strong sense of commitment to the core values. Staff are keen to make a difference to pupils. They appreciate leaders' support to manage their workload and well-being.

Leadership from the trust provides staff at all levels with high-quality professional development. Teachers at an early stage in their career are particularly well supported.

Governors have a shared sense of moral purpose, alongside a good understanding of their statutory duties.

They know the community extremely well. Governors provide a valuable link between the trust, school leaders and the community.

Safeguarding

The arrangements for safeguarding are effective.