Airedale Academy

What Ofsted said

From the inspection on 30 January 2024

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 consistent 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 the school should improve

• 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

Read the full Ofsted report (opens in a new tab)