Cockburn Reach Academy

Cockburn Reach Academy

Address: Northcote Crescent, Leeds, West Yorkshire, LS11 6NN Unique reference number (URN): 151139

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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. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Attendance and behaviour Strong standard

Pupils attend well. Many pupils make significant improvements in their attendance over time. The school sets high expectations around attendance. It works together with other partners to make sure pupils come to school regularly. Where pupils need help with their attendance, it provides prompt and effective support. Pupils understand the importance of attending school more regularly. The whole school ethos, where attendance is everyone’s business, enables pupils to attend more frequently and with greater focus. The school tracks attendance trends and absences precisely. This helps pupils prepare for their future education.

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Attendance and behaviour Strong standard

Pupils demonstrate positive attitudes to learning. Across school, staff manage pupils’ behaviour very well. Leaders and staff are highly skilled in understanding pupils’ needs. They provide meaningful support and intervention to pupils who need it to help regulate their behaviour. Staff hold precise knowledge about each pupil. This means pupils respond well to the support the staff provide. Staff use approaches to promote positive behaviour with consistency across school. This helps pupils to get on with their learning in calm classrooms. The school maintains a comprehensive overview of behaviour and incident trends. As a result, leaders make sure that pupils receive precise support in a timely way. As a result, serious incidents linked to pupil behaviours reduce significantly over time.

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Inclusion Strong standard

This is a highly inclusive place to learn. The school demonstrates a secure understanding of the barriers pupils face. These barriers can be complex and may include special educational needs and/or disabilities, eligibility for free school meals and engagement with social care. Pupils arrive needing support with their social and emotional needs. The school ensures the academic and pastoral offer for pupils is very well matched to these needs. Transition in and out of school is highly effective. It means pupils achieve success from the start. Staff also identify any other barriers to learning with precision. This enables the school to adapt its practice swiftly to meet pupils’ changing or differing needs.

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Inclusion Strong standard

The school uses highly effective strategies and adaptations to support pupils. It monitors interventions and support rigorously. This oversight enables leaders to evaluate the impact of their work with precision. When needed, they make intelligent decisions to adjust support so that every pupil can do well. Staff receive pertinent and timely guidance and training to deliver support effectively. Where appropriate, the school takes advice from other professionals to ensure pupils receive the best possible support, strategies and adaptations.

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Leadership and governance Strong standard

Leaders act diligently. They work effectively with the proprietor and governors to ensure that all staff understand, share and live out the school’s ethos and aims. The school community clearly recognises the positive difference the school makes to its pupils. This shared understanding enables the proprietor and governors to provide leaders with robust challenge and effective support. The proprietor, supported by governors, uses a range of mechanisms and resources to assure themselves of the impact of the school’s work. This allows leaders to showcase their practice and enables governors to ask pertinent questions. Together, they ensure the school consistently meets the independent school standards.

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Leadership and governance Strong standard

Leaders have an accurate understanding of the school’s strengths. They respond quickly and precisely to the school’s needs and know where practice requires further refinement. When necessary, leaders make quick and highly effective improvements. For example, they have already begun, at pace, the work to strengthen pupils' writing, and this remains a key focus for the school. Leaders implement changes in a timely and purposeful way, and these improvements have a positive impact on pupils who attend the school.

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Leadership and governance Strong standard

Staff are active learners. They benefit from high-quality, carefully considered training and use this learning with purpose. Staff enjoy working at the school. They feel well supported by leaders, the proprietor and governors, who prioritise their wellbeing.

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Leadership and governance Strong standard

Beyond the school, leaders and staff contribute to wider educational improvement by supporting other schools through local partnerships. Leaders engage positively with local authority groups and headteacher networks. Parents speak highly of the school’s work and recognise the difference it makes to their children.

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Personal development and wellbeing Strong standard

The school’s offer for personal development is of high quality. It prioritises pupils’ wellbeing through a rich range of learning experiences and wider opportunities. The personal, social and health education (PSHE) curriculum forms a key part of this work. Pupils use the knowledge and skills that they gain in PSHE to strengthen their wellbeing. They demonstrate positive behaviour around school. They are polite, kind and respectful towards staff and each other. Pupils recall the detail of their learning in PSHE with accuracy. They know how to make healthy choices in what they eat, and they understand what healthy relationships look like. Pupils have a robust knowledge of how to keep themselves safe online, and they link this knowledge directly to their classwork.

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Personal development and wellbeing Strong standard

Equality is evident across the school. Leaders ensure that all pupils access the same opportunities. Pupils who transition back to their home school then return to Cockburn Reach Academy to go on residential trips. They are always part of Cockburn Reach Academy.

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Personal development and wellbeing Strong standard

Pupils understand and recognise discrimination well. They know about famous people who may have faced challenges due to who they were. Daily friendship time helps pupils develop essential play and teamwork skills. It means pupils play together with kindness and work collaboratively.

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Personal development and wellbeing Strong standard

The school has crafted daily opportunities to build confidence and self-esteem. Pupils take pride in caring for the school’s chickens and bearded dragon. They also take on other responsibilities around school. In fulfilling these roles, they earn credits that help them learn about money management. Along with the school council, pupils make a demonstrable contribution to school life.

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Personal development and wellbeing Strong standard

Pupils visit places of worship, such as a synagogue and gurdwara, to help them understand and respect different faiths. Other school visits help pupils experience the local area and

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Expected standard

contrasting locations, such as the coast. This broadens their experiences and understanding of the wider environment.

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Achievement Expected standard

Pupils achieve well from their starting points and during their short time at the school. The school supports pupils particularly effectively with their social and emotional development. As a result, they are generally ready for their next steps in education.

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Achievement Expected standard

Pupils develop a secure knowledge in core and wider curriculum subjects during their time here. For example, they are clear about the mathematics skills they use and what they know about designing products in design technology. Pupils produce work that is typically of a good quality across a range of curriculum subjects. They are proud to show and talk about their learning. In mathematics, pupils understand how they get to practise their skills. The progress some pupils make in writing needs further refinement. Some pupils, at the early stages of writing, do not consistently get sufficient opportunities to embed their new writing skills.

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Curriculum and teaching Expected standard

The school’s curriculum is broad and highly ambitious. It focuses on supporting pupils to re- engage in learning well and equipping them with the foundational knowledge and skills they need. The curriculum sets out the small steps pupils must take to make progress. Staff are suitably skilled to teach the curriculum effectively. They carefully consider pupils’ starting points to shape adaptations so they are typically well matched to pupils’ needs. Occasionally, the choices made to move pupils on with their learning can happen too quickly. For example, in writing, some pupils do not have enough opportunity to practise their writing skills.

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Curriculum and teaching Expected standard

The skills needed for the early stages of learning to read are a priority. Pupils receive bespoke teaching linked to the chosen phonics scheme. Staff use pure letter sounds and resources consistently to help pupils secure their basic reading skills. Any misconceptions are addressed quickly, and pupils build fluency through the books they read.

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Curriculum and teaching Expected standard

Pupils learn well across the curriculum. The school reviews the pupils’ progress regularly. In mathematics, staff use retrieval questions consistently well to check pupils’ knowledge and to strengthen their learning securely.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the curriculum’s quality. They use this insight to make informed decisions about where to develop it further.

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

This school is highly effective in helping pupils get back on track with their learning. Well- skilled leaders and staff ably support pupils through carefully considered approaches to re- engage with school life positively. Pupils attend this school for a temporary period. Most pupils have experienced disruption to their learning before joining. All pupils in the school have special educational needs and/or disabilities.

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

Pupils enjoy coming to school. The school has the highest aspirations for them. Pupils benefit from a curriculum that supports their learning and helps them understand how to regulate their behaviour. The curriculum enables pupils to focus on their learning well and attend school more regularly. From the start of a placement, staff prioritise getting to know pupils. They build highly effective and trusting relationships with pupils to help them get back on track. Pupils feel like they belong. The school’s detailed knowledge of pupils helps them to behave well with more consistency over time, so learning is not disrupted. Connections between pupils’ home schools and this school also play an important role in pupils’ success. Pupils attend their home school every week to maintain relationships with peers and staff. This helps pupils reintegrate to school successfully when they are ready.

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

Pupils feel safe. They have trusted adults they can talk to. The school’s personal development offer is central to this. This offer, including the personal, social and health education curriculum, is carefully designed. It equips pupils with the essential skills and knowledge they need. Pupils access a wide range of enrichment opportunities linked to visits and learning life skills. For example, they visit the coast, go on residentials and learn life skills such as using the local post office. This helps pupils understand the world they live in with purpose.

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Next steps

• Through the consistent use of pedagogical approaches, leaders should ensure that pupils who are learning to write practise and embed the important skills needed to write effectively before moving on to more complex concepts.

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About this inspection

The name of the proprietor is Cockburn Multi-Academy Trust. The chair of the proprietor body is Peter Nuttall.

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About this inspection

The fees currently charged are £29,575 (annually).

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About this inspection

The school's email address is office@reachprimary.co.uk

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s compliance with the independent school

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Independent school standards

Independent school standards are either met or not met for each category. standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Independent school standards

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

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Independent school standards

Inspectors spoke with the headteacher, senior leaders, representatives from the proprietor body and governors during the inspection. Inspectors also spoke with pupils, staff and parents and carers. Inspectors spoke with other stakeholders, such as a representative from the local authority and leaders from schools who have commissioned places.

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Independent school standards

The school offers short-term placements for pupils with special educational needs and/or disabilities. All pupils have a prime area of need that is social, emotional and mental health needs.

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Independent school standards

The school does not use any alternative provision.

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Independent school standards

This is the first standard inspection for this school after it was registered by the DfE in 2024.

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Independent school standards

1. Quality of education provided Standards met

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

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Independent school standards

3. Welfare, health and safety of pupils Standards met

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Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Total pupils

5. Premises of and accommodation at schools Standards met

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Total pupils

6. Provision of information Standards met

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Total pupils

7. Manner in which complaints are handled Standards met

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Total pupils

8. Quality of leadership in and management of schools Standards met

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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 standard 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 standard 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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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school. 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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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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