Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Mr Alex Jeffrey Headteacher Co-op Academy Grange Haycliffe Lane Bradford BD5 9ET

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Serious weaknesses monitoring inspection of Co-op Academy Grange

This letter sets out the findings from the monitoring inspection that took place on 5 June 2024, on behalf of His Majesty's Chief Inspector of Education, Children's Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and was the second monitoring inspection since the school was judged to have serious weaknesses following the graded (section 5) inspection that took place in November 2022.

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Serious weaknesses monitoring inspection of Co-op Academy Grange

The purpose of a monitoring inspection is not to grade the school's overall effectiveness, but to identify and report on the school's progress. It is to highlight to the school and parents any improvements that school leaders have made since the school's previous graded inspection.

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Serious weaknesses monitoring inspection of Co-op Academy Grange

During the inspection, I discussed with you, the executive headteacher, the regional director, the chief executive officer (CEO) and the chair of the trust the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. I also spoke with pupils and staff, observed behaviour during lessons and social times, visited the onsite alternative provision, spoke with leaders about behaviour and attendance and considered a range of data and documentation. I have considered all this in coming to my judgement.

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Leaders have made progress to improve the school, but more work is

necessary for the school to be no longer judged as having serious weaknesses.

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designation

Since my previous visit, there has been a further appointment to the school senior leadership team. This has added additional capacity to tackle areas which remain a priority for the school. The focus of my visit continued to be the progress that leaders are making in improving behaviour and attendance. Leaders have high expectations of the conduct and attendance of all pupils. Pupils confirm these high expectations are becoming more consistently enacted by staff. Staff agree that behaviour continues to improve.

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designation

Most pupils I spoke with outlined an improving picture in terms of behaviour and their experiences in school. Pupils feel that behaviour around site is much better. My observations during social times confirm this view. Pupils explain that in some lessons there is still disruption, although they suggest this is becoming less frequent. Pupils outline that it is okay to be different in this school. People are tolerant of each other. Most pupils say that they do not hear discriminatory language. Some pupils report that racist language is heard around school but that it would be tackled by staff. Most pupils feel that bullying would be taken seriously in school and is not a widespread problem. Pupils say they feel safe in school and have trusted adults they can talk to.

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designation

The systems that you have in place to improve attendance are embedded. There are now clear improvements in pupils’ attendance. Whilst still being below local and national averages, you are making sustained improvements in this area, particularly for vulnerable pupils. The Eden provision is benefitting pupils who had previously been severely absent or non-attenders. You analyse attendance data carefully and are working with the local authority to bring about improvements. You continue to focus on internal truancy. The systems you have in place are embedding and there is some improvement evident. You are continuing to refine these systems.

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designation

Suspensions and exclusions continue to be high but are steadily reducing. There are now a range of systems in place to avoid suspensions and exclusions. These include the introduction of a behaviour curriculum for all pupils, along with a wide range of interventions to support and engage pupils with more challenging behaviour. These range from counselling to boxing and hair and beauty focused activities. Importantly, the new onsite alternative provisions, the Bridge and the Base, are having an impact for a number of vulnerable pupils. These provisions are purposeful. Leaders have an ambition to develop these further. They offer a valuable reset for pupils who are then able to transition back into mainstream school.

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designation

Co-op Academy Grange remains a high priority for the CEO and the Academy Intervention Board. The decision by the chair of the trust to also chair the Academy Intervention Board underlines the commitment of the trust to ensure that there is robust oversight of the school’s improvement journey. Trust leaders have a very clear sense of what the next priorities for the school are. They are acutely aware of the progress that is being made. The staff I spoke with explain that leaders are aware of their workload and wellbeing. They feel supported in school. I am copying this letter to the chair of the board of trustees and the CEO of the Co-op Academies trust, the Department for Education's regional director and the director of children's services for Bradford. This letter will be published on the Ofsted reports website.

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