Belle Vue Girls' Academy

Belle Vue Girls' Academy

Address: Thorn Lane, BD9 6NA Unique reference number (URN): 138087

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Personal development and well-being Strong standard

The school prioritises pupils’ personal development. Pupils access a well-sequenced programme that revisits key themes such as mental health, well-being and online safety. Pupils develop a deep understanding of healthy relationships. Regular pupil surveys inform future content.

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Personal development and well-being Strong standard

Pupils celebrate cultural diversity. They learn all about fundamental British values, for example developing a secure and detailed understanding of protected characteristics. A respect for equality spreads through all aspects of the school’s work.

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Personal development and well-being Strong standard

Leaders help pupils to build their self-confidence. They encourage pupils to articulate their views. Many pupils take on roles of responsibility. Pupils are fully encouraged to interact with employers, educators and their local communities. This has a highly positive impact on their self-esteem and a belief in their value as citizens.

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Personal development and well-being Strong standard

The school is committed to enriching pupils’ lives. Leaders build enrichment opportunities into the curriculum with careful consideration to ensure that all pupils can access these wider opportunities. Pupils benefit from an extensive range of activities to develop their talents and interests. These include access to sport, leadership roles, art and the performing arts. Pupils also experience residential trips, alongside curriculum-linked visits to the theatre and geography fieldwork. Leaders take care to ensure that these opportunities enrich the lives of all pupils, including tailoring the offer for disadvantaged pupils and those with special educational needs and/or disabilities (SEND).

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Personal development and well-being Strong standard

Pupils experience a well-structured careers education programme that begins in Year 7 and continues through to post-16. Where needed, targeted support is available for pupils with SEND and, where appropriate, for pupils who speak English as an additional language. This can involve bespoke work experience and help with college transition. The school has developed close partnerships with organisations such as the NHS and local industries to enhance pupils’ understanding of their next steps.

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Achievement Expected standard

Pupils achieve well over time. They acquire valuable knowledge and skills across many areas of the curriculum. Pupils learn well at key stage 3, securing foundations that prepare them effectively for GCSE study.

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Achievement Expected standard

Typically, pupils make positive progress from their starting points by the end of key stage 4. They achieve particularly well in English. Despite a slight dip in 2024, disadvantaged pupils typically progress well over time. Their progress and attainment are consistently above that of disadvantaged pupils nationally. Pupils with special educational needs and/or disabilities overcome many of the social and emotional barriers to their learning. On occasions, aspects of their academic progression are not as consistently high as they could be.

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Achievement Expected standard

In the sixth form, students generally attain outcomes that are in line with national averages. Leaders have worked with staff to address a dip in progress in 2024.

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Achievement Expected standard

Pupils are well prepared for their next steps, particularly for those pupils continuing in education. Post-16 students progress to appropriate destinations to continue their studies.

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Attendance and behaviour Expected standard

The school’s emphasis on inclusion is reflected in pupils’ attendance. The school has clear and effective systems to support attendance. These are applied well. Positive relationships and pastoral support encourage pupils to attend. The school provides additional support for pupils and their families where barriers to attendance exist. As a result of these approaches, attendance is improving over time, and persistent absenteeism is declining. The school's work to improve the attendance of disadvantaged pupils is a particular strength. These pupils attend more often than their peers nationally. Leaders are aware that more needs to be done to improve the attendance of some pupils with special educational needs and/or disabilities.

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Attendance and behaviour Expected standard

The school has high expectations for pupils' behaviour. These expectations are clearly communicated to pupils, parents and staff. Pupils show respect for each other and for adults. These respectful relationships underpin the constructive behaviours that pupils demonstrate. Pupils behave well in classrooms and at social times. Classrooms are calm places where pupils can learn effectively. They focus well on their learning. When pupils’ behaviour falls below expectations, the school adopts a restorative approach to address any problems. This helps to ensure that incidents of poor behaviour are rarely repeated. As a result, the school is calm. Rates of suspensions are extremely low and declining over time.

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Curriculum and teaching Expected standard

The curriculum maps out the most important knowledge and skills that pupils need to acquire. Pupils benefit from a curriculum with a strong focus on academic knowledge. A much higher proportion of pupils enter the suite of subjects that comprise the English Baccalaureate than is seen nationally. Pupils also access creative subjects, such as art and drama, which develop their wider skills and interests.

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Curriculum and teaching Expected standard

Leaders have well-established systems in place to check the quality of teaching and its impact on pupils’ learning. They hold regular meetings with teachers and curriculum leaders to review how well teaching and support help pupils to achieve. Professional learning enhances teachers’ expertise. Through the ‘stretch and challenge’ initiative, leaders ensure that teachers consider how they will overcome the barriers that some pupils face, including those with special educational needs and/or disabilities (SEND). However, there is some inconsistency in how well checks on pupils’ understanding are used to address gaps in knowledge. Teachers address the needs of disadvantaged pupils effectively, enabling them to progress well through the curriculum. Teachers are particularly mindful of the needs of the high proportion of pupils who speak English as an additional language. However, guidance for staff on how to adapt teaching to meet the academic needs of some pupils with SEND is not

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Inclusion Expected standard

Leaders prioritise inclusion. They understand the needs of their pupils and the barriers that some pupils face. Leaders make sure that staff focus on the learning and well-being of vulnerable pupils. This includes those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Pupil premium funding is used well to support the progress of disadvantaged pupils.

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Inclusion Expected standard

Staff build positive relationships with pupils and their families. This helps pupils to attend school and progress well. The school places a strong emphasis on pupils’ social and emotional well-being. Developments such as the school's 'THRIVE' initiative help pupils to develop a sense of belonging. The school's SEND team provides clear strategic leadership. Inclusion is understood as the responsibility of all staff. There are clear systems in place to review support for pupils with SEND and to encourage parental engagement.

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Inclusion Expected standard

Alternative provision is used appropriately and only when in the best interests of pupils. Leaders communicate well with all alternative provision placements, ensuring that pupils’ safety, welfare and academic progress remain the school’s responsibility.

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Inclusion Expected standard

Support for pupils’ social and emotional development, and to address their mental health needs, is particularly well considered. Some aspects of support for pupils’ academic progression are less developed. For example, guidance for some pupils with SEND is too generic and does not focus sufficiently on how needs can be met in the context of particular subjects.

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Leadership and governance Expected standard

There is much to celebrate about leadership and governance. Leaders ensure a continual focus on the needs of vulnerable pupils. They know their pupils and their community extremely well. They have a sharp understanding of what works well and where further improvement is needed, for example in relation to some support for pupils with special educational needs and/or disabilities. Leaders put effective processes in place to quality assure their work. They meet staff regularly to review how well improvement actions are raising outcomes for pupils.

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Leadership and governance Expected standard

Leaders have taken highly effective action to re-engage pupils after the disruption caused by the pandemic. The emphasis on high-quality pastoral support and raising pupils’ confidence has helped to improve behaviour and attendance.

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Leadership and governance Expected standard

The school benefits from coherent processes to evaluate the quality of its work. Governors and trustees work intelligently to provide leaders with the support and challenge needed to drive the school forward. Governors and trustees share the school’s commitment to inclusion. They know the school well and the barriers that some pupils face.

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Leadership and governance Expected standard

Trust leaders provide extra assurance and support. This supports the curriculum, inclusion and the school's actions to keep pupils safe. The school provides teachers with a well- considered programme of research-informed professional learning. Staff value this learning and the time provided to implement it. Leaders are mindful of staff workload. Staff feel well supported.

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Leadership and governance Expected standard

The school engages positively with the community it serves. This has supported positive attendance and the community's purposeful engagement with what the school has to offer.

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Post 16 provision Expected standard

Leaders have designed an effective study programme that meets students’ needs well. The school offers pupils a wide range of vocational and academic subjects. Students follow additional core subjects that support their wider development. For example, all students follow qualifications in leadership. Such courses help students to develop their communication, teamwork and public speaking skills.

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Post 16 provision Expected standard

The curriculum is taught well by subject specialists. Students generally achieve well, including in public examinations at the end of key stage 5. Teachers typically use carefully considered strategies to support disadvantaged students. As a result, these students tend to achieve well. However, there are some minor inconsistencies in the ways teachers use assessment. Occasionally, this means that teachers do not identify and address the gaps in knowledge and misconceptions that students sometimes have.

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Post 16 provision Expected standard

The school prepares students for their next steps successfully. It provides them with independent careers advice, work experience and information about a range of higher education and apprenticeships. The school offers an age-appropriate programme of personal development. For example, students learn about financial management and mental health. They lead on community projects, for example organising community feasts during religious festivals such as Ramadan.

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Post 16 provision Expected standard

As a result of their academic success and actions to support their wider personal development, students progress to ambitious next steps.

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What it's like to be a pupil at this school

Pupils value the learning and support they receive at Belle Vue Girls’ Academy. They benefit from a well-considered curriculum that helps them to build important knowledge and skills over time. Staff are mindful of the barriers to learning that some pupils face. Effective teaching and support help many pupils to overcome these barriers. This enables pupils, including disadvantaged pupils, to achieve well in school and in national examinations.

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What it's like to be a pupil at this school

Pupils arrive at the school from over 40 primary schools. Staff give them a warm welcome. This helps pupils to develop a sense of belonging. Pupils learn to respect the many different cultures that are such an important part of the school’s identity. Leaders encourage pupils’ wider aspirations through a comprehensive personal development programme. Pupils contribute to the wider community through the ‘Near Neighbours’ initiatives and by participating in the Bradford City of Culture programme. Staff develop pupils’ self- confidence. Pupils are encouraged to articulate their thoughts and opinions. Leaders make sure that all pupils can benefit from such experiences.

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What it's like to be a pupil at this school

Pupils behave well. Staff encourage a calm environment where pupils can concentrate on their learning. Pupils are attentive and focused in lessons. They show respect for their teachers and for their fellow pupils. Pupils feel safe in school. They believe that any instances of bullying are handled well. They value their learning. The vast majority of pupils attend well. Those who find attendance more difficult are given support to help improve this.

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What it's like to be a pupil at this school

Pupils develop an understanding of different careers and of further education. Their learning and wider experiences equip them with knowledge and personal attributes to inform their next steps in life.

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Next steps

• Leaders should provide staff with improved guidance on how curriculum and teaching can be better adapted to support the academic progress of pupils with special educational needs and/or disabilities. • Leaders should ensure that checks on pupils’ learning are used to consistent effect to identify gaps in pupils’ understanding and to inform subsequent teaching.

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Lead inspector:

Malcolm Kirtley, His Majesty's Inspector

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Team inspectors:

Jessica McKay, His Majesty's Inspector Andrew Gibbins, His Majesty's Inspector Dan McKeating, His Majesty's Inspector Chris Sergeant, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

The school is part of the 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 Theresa Mason.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

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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About this inspection

Inspectors spoke with the headteacher, senior leaders, curriculum leaders and a range of teaching and non-teaching staff. Inspectors also met with members of the local governing body and trustees. They met the chief executive officer and members of the trust's central team. Inspectors talked to pupils in lessons, at social times and in more formal meetings.

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About this inspection

The school makes use of three alternative provisions that are unregistered.

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About this inspection

Telephone calls were held with staff from the three alternative provisions used by the school to educate some pupils-

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (1 term) 7.1% 7.7% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (1 term) 19.5% 21.1% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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