Buttershaw Business & Enterprise College Academy

Inspection of Buttershaw Business & Enterprise College Academy Reevy Road West, Buttershaw, Bradford, West Yorkshire BD6 3PX

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The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Previous inspection grade Inadequate

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The headteacher of this school is Andrew Taylor. This school is part of Bradford Diocesan Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Carol Dewhurst, and overseen by a board of trustees, chaired by Tessa Mason. 29 and 30 April 2025

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What is it like to attend this school?

Over time, pupils have not achieved as well as they should. The school has made some changes to improve the learning and behaviour that pupils experience at the school. There remains more to do. Pupils recognise that the climate for learning has improved in lessons. There is less disruption to their learning. As a result, pupils are more able to meet the high expectations the school has for their achievement.

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What is it like to attend this school?

Many pupils are rising to the high expectations the school has for their behaviour. Pupils who have had suspensions recognise the support school gives them to improve their behaviour. This helps pupils to make changes so that they can access their learning. However, there is still further work to do to improve behaviour. This is particularly the case during social times.

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What is it like to attend this school?

Pupils say that bullying can occur. They say when this happens, the school takes it seriously and helps resolve it. As a result, most pupils feel safe in the school.

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What is it like to attend this school?

Pupil leaders take pride in their roles. The school parliament is enthusiastic about the contribution it makes to the school. These pupils help to collect the views of other pupils and feed this back to the school leaders. For example, this group gathered views that informed changes to the behaviour policy. Such responsibilities help pupils to develop valuable leadership and communication skills.

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

The school has made significant changes to the curriculum in all areas. This has brought increasing consistency to the learning that pupils experience in lessons. Regular opportunities to revisit prior learning are now embedded in most lessons. This is helping pupils to remember their learning over time. Teachers check pupils’ understanding. This helps teachers to identify and address any misconceptions pupils may have.

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

The school has developed very clear approaches to the structure of lessons. Pupils are benefiting from this. For example, adults show pupils how to approach the tasks that they set them. This helps pupils understand how to successfully apply their learning.

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

There is inconsistency in how well the school identifies the support pupils with special educational needs and/or disabilities (SEND) need. The quality of information that teachers receive to support pupils with SEND varies. This means that adults are not as informed as they should be in how to best help some pupils with SEND. As a result, pupils with SEND do not achieve as well as they could.

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

The school is quick to gain an understanding of pupils’ reading abilities. For those in the early stages of reading, support is provided to help them build their knowledge and skills. This is particularly well embedded in key stage 3. Some pupils receive phonics support to help pupils close gaps in their reading abilities. This, in turn, helps them access the wider curriculum. 29 and 30 April 2025

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Pupils learn about important aspects of personal, social and health education. The carefully designed curriculum helps pupils to understand local and national affairs. However, the curriculum is less successful in enabling some pupils to remember their learning about protected characteristics. On occasions, some pupils do not show respect for each other or other diverse groups. Their understanding of these important aspects of life in modern Britain have not been fully developed by the school.

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Careers guidance is helping pupils develop aspirations for their future. Pupils have a range of progression routes they would like to follow. The school provides various clubs, these include fitness, music and the arts. Many pupils have taken up the opportunity to attend these. These opportunities are helping pupils to develop their talents and interests more widely.

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The school has put in place new strategies to improve the behaviour and attendance of pupils. There have been improvements made in behaviour in lessons in particular. However, there is still work to do to support pupils’ positive behaviour during social times. The attendance of pupils remains too low. As a result, they miss out on the improved learning opportunities that the school provides.

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Leaders at all levels, including those responsible for governance, recognise that further work needs to be done to improve the school. They have made some significant changes at pace that have had impact. For example, there is a much-improved oversight of the use of alternative provision. There still remains much to do. Staff at the school recognise the support they get for their workload and well-being. They know they are valued.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, the school does not accurately identify the support that would best meet the needs of some pupils with SEND. When this happens, staff do not put appropriate support in place for these pupils. The school should ensure that it develops effective strategies to accurately identify pupils’ needs and guide staff on how to meet these needs.  The school’s strategy to improve attendance is not reaching some pupils, especially those with SEND or in receipt of the pupil premium. Pupils miss vital learning, develop gaps in their knowledge and do not achieve as well as they could. The school should intensify its actions to improve attendance.  The school is still implementing its new behaviour policy. This policy has not impacted on the poor behaviour of a small, but significant, cohort of pupils. The school should 29 and 30 April 2025

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intensify actions to ensure that the behaviour policy is applied consistently well, particularly social time.  The school’s personal development programme does not provide pupils with sufficient knowledge of protected characteristics. This limits pupils’ ability to show respect for difference in school and in wider society. The school should ensure that they develop strategies to help pupils engage with, value and remember their learning so that they are prepared for life in modern Britain.  The significant changes that school has made are still yet to impact fully. There is variability in the experience of pupils at the school. The school should rapidly review the impact of changes made so that adaptations can be made and the pace of change intensified in some areas.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked-after children (children in local authority care) and/or children who left care through adoption or another formal route). 29 and 30 April 2025

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School details

Number of pupils on the school roll 1,423

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School details

Date of previous inspection 26 November 2024, under section 8 of the Education Act 2005

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Information about this school

 The school is part of Bradford Diocesan Academies Trust.  The school uses alternative provision for its pupils, four are registered and six are unregistered.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth-form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 29 and 30 April 2025

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In accordance with section 13(5) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that the school no longer requires significant improvement.

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, deputy headteachers and other members of the senior leadership team.  The inspectors carried out deep dives in these subjects: English, history, modern foreign languages, mathematics and physical education. For each deep dive, inspectors discussed the curriculum with leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  An inspector met with the leader of SEND.  Inspectors reviewed a range of school documents, including the school’s self-evaluation and improvement plans.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered the views of parents through the responses to Ofsted’s online questionnaire for parents, Ofsted Parent View.  Inspectors considered the views of staff and pupils through meetings held with them and through their responses to Ofsted’s online survey.

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Inspection team

Andrew Gibbins, lead inspector His Majesty’s Inspector

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Inspection team

Paul Greenough Ofsted Inspector 29 and 30 April 2025

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked-after children, safeguarding and child protection.

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