Ossett Academy and Sixth Form College

Ossett Academy and Sixth Form College

Address: Storrs Hill Road, Ossett, West Yorkshire, WF5 0DG Unique reference number (URN): 136462

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Strong standard

Pupils' achievements in national tests and examinations, such as GCSEs, have been consistently above or close to national averages over time. Vulnerable pupils achieve very well. They make significant progress from their starting points, academically, socially and emotionally. The gaps in performance between disadvantaged pupils and non- disadvantaged pupils are narrowing year on year.

p.2

Achievement Strong standard

Pupils make consistently positive progress through the curriculum. Any gaps in their knowledge are identified. Staff then work with individuals or small groups to help them address these gaps and achieve highly. Pupils achieve well across subjects, and particularly well in English and art. For example, the art and photography that pupils produce, including sixth-form students, is of very high quality. Recent developments in science have secured impressive attainment in this subject also. Pupils leave Year 11 very well prepared for their next steps in education. Students in the sixth form have high ambitions. They leave Year 13 having achieved well, with firm plans in place for their future.

p.2

Curriculum and teaching Expected standard

Leaders have constructed a coherent and ambitious curriculum. They have an accurate understanding of the quality of the curriculum and its delivery. For each subject, the curriculum is well sequenced. It identifies the essential knowledge that pupils will learn. New content builds on what pupils have previously learned, step by step. Leaders ensure that staff have the subject knowledge needed to teach the curriculum effectively, including in those subjects taught at A level.

p.2

Curriculum and teaching Expected standard

Typically, teaching is purposeful, although there is a little variation in this across the school. Leaders ensure that the trust’s classroom principles of 'connect, activate, demonstrate, consolidate' are in place. Generally, teachers explain concepts well, model activities effectively and question pupils with precision. They expect pupils to think for themselves, for example, in the ‘challenge zone’ within lessons. This is also the case in the sixth form. Staff check what pupils know regularly in order to help them with the next steps in their learning.

p.2

Curriculum and teaching Expected standard

Whole-school approaches to developing reading, vocabulary and speaking skills are effective. Targeted teaching is provided for pupils who need support with the basics, for example, in handwriting, spelling and grammar in English and with number facts in mathematics. Staff understand pupils’ starting points and learning needs. They ensure pupils with special educational needs and/or disabilities receive the support that they require.

p.2

Inclusion Expected standard

Leaders seek to put vulnerable pupils first. They believe that ‘those with the least should receive the most’. Leaders are committed to ensuring that all pupils succeed at school.

p.3

Inclusion Expected standard

Leaders identify any additional needs that pupils have promptly. They use assessments, information from previous schools, and ongoing checks to inform this process. Pupils with special educational needs and/or disabilities progress well. Teachers are informed about the extra support these pupils need, including for example, through pupils' ‘personalised learning plans’. They provide support that generally reduces or removes any barriers to learning that pupils face. For example, some pupils access additional teaching sessions, some receive extra help in class and others have tasks broken down for them to help them to complete work successfully.

p.3

Inclusion Expected standard

Leaders monitor pupils’ progress closely. They check that support is having an impact and adapt strategies where needed. Training is effective in ensuring that staff have the expertise to help individual pupils.

p.3

Inclusion Expected standard

Additional funding, such as the pupil premium grant for disadvantaged pupils, is used wisely. Disadvantaged pupils achieve well. Leaders work closely with families, social care and other professionals to ensure that all vulnerable pupils receive appropriate help. Pupils’ social and emotional development, and their mental health needs, are supported effectively. Alternative provision is used appropriately and in the best interests of pupils.

p.3

Leadership and governance Expected standard

Leadership has successfully brought about improvements at the school. Leaders' mantra, ‘compassionate rigour’, ensures that expectations of staff and pupils are high, but implemented with warmth. The positive impact on pupil behaviour is noted by staff, pupils and parents and carers. Leaders have inclusion at the heart of their work. The commitment from school and trust leaders to nurture the most vulnerable pupils is demonstrable.

p.3

Leadership and governance Expected standard

Those responsible for governance meet their statutory duties effectively, for example, in overseeing the school's safeguarding systems. They use a variety of information to challenge leaders and direct resources strategically. For example, governors and trust leaders have ensured a renewed focus on attendance. They prioritise the needs of disadvantaged pupils, those with special educational needs and/or disabilities and those known to social care. Leaders ensure their decisions are consistently made in pupils’ best interests. Their oversight of the use of alternative provision and a recent focus on supporting pupils’ mental health are examples of this.

p.3

Leadership and governance Expected standard

Leaders have a thorough understanding of the school’s strengths and priorities. They respond swiftly where improvements are needed. They use robust quality assurance to guide improvement. Staff benefit from a coherent, research-informed professional learning programme, driven by leaders' priorities. Staff are proud to work in the school. They value the care and attention that leaders and governors give to their workload and work-life balance. Leaders have recently focused on engagement with families. A variety of events have taken place to hear the voice of parents and build constructive relationships.

p.3

Personal development and wellbeing Expected standard

Leaders provide a structured personal development programme. Through the ‘life curriculum', assemblies and form time, pupils develop their knowledge well. They reflect on their beliefs and engage thoughtfully with ethical issues, such as those related to consent and online risks. Pupils share their views and listen to each other respectfully.

p.4

Personal development and wellbeing Expected standard

The personal development programme also ensures that pupils are knowledgeable about life in modern Britain. Pupils understand the importance of key concepts, such as democracy and respect. They know that everyone is different and that it is important to accept each other. Pupils learn about different religions and cultures. The school community is caring and tolerant.

p.4

Personal development and wellbeing Expected standard

Relationships and sex education and health education is delivered sensitively and is age- appropriate. This helps pupils to understand positive relationships, safety, health and wellbeing. Leaders ensure that disadvantaged pupils and those with special educational needs and/or disabilities receive appropriate support, if needed, to access this curriculum.

p.4

Personal development and wellbeing Expected standard

The school provides an extensive programme of trips and extra-curricular opportunities. This includes, for instance, fundraising for curriculum trips to Iceland and Peru. Pupils play a wide variety of sports. For example, a recent focus on rugby is enabling some pupils to explore their talents and interest in this sport with professional clubs. For other pupils, 'Orchard football club' is a key feature of school life. The learning resource centre is a hive of activity at lunchtime.

p.4

Personal development and wellbeing Expected standard

Pupils benefit from experiences that develop their leadership skills. The student leadership team oversee a variety of committees. These include the environmental committee and sports leaders. Some pupils act as reading buddies for younger pupils. These activities develop pupils’ confidence and resilience.

p.4

Personal development and wellbeing Expected standard

Careers education is high quality. There is an appropriate curriculum in place which builds over time. It provides pupils with important knowledge to make well-informed decisions. Bespoke guidance for individual pupils ensures that most are well prepared for life beyond school by the time they leave.

p.4

Post 16 provision Expected standard

Leaders have a clear understanding of the quality of the 16 to 19 study programmes. They have developed an ambitious curriculum shaped by student voice and subject expertise. Pathways are available for students of different starting points and interests. Where courses have been less successful, leaders have taken decisive steps to improve the quality of these.

p.4

Post 16 provision Expected standard

Teaching is effective and supports students to achieve well overall. For example, in history, students respond to teachers' probing questions and act on suggestions to improve their work. This is typical of most teaching. Teachers have secure subject knowledge in the courses that they teach.

p.4

Needs attention

Outcomes are broadly in line with national averages. Leaders swiftly intervene where this is not the case. Students with special educational needs and/or disabilities achieve particularly well. Leaders support students to achieve their individual goals. Personalised pastoral support ensures that students overcome barriers and make progress from their starting points.

p.5

Needs attention

Students are very well prepared for their next steps. The advice and guidance they receive is highly effective. Students leave Ossett having made positive decisions. Some move to prestigious courses at university, while others go into the world of work. Enrichment is extensive. Additional qualifications, access to the football academy, international visits and working with younger pupils are but a few examples of this.

p.5

Attendance and behaviour Needs attention

For some groups of pupils, particularly the most disadvantaged, attendance has not been high enough historically. Too many disadvantaged pupils have not attended school regularly and often enough. Leaders are aware of this. Attendance is front and centre of the school’s improvement strategy. The early signs are that this work is effective. Leaders' actions to analyse attendance information and provide targeted support to individual pupils are beginning to bear fruit.

p.5

Attendance and behaviour Needs attention

Leadership has driven clear improvements in behaviour. Leaders have galvanised staff and pupils to develop a ‘team Ossett’ ethos. ‘Compassionate rigour’ is everyone’s aim. Lessons are generally purposeful, transitions between lessons are smooth, and behaviour around the site is calm. Bullying and discriminatory language are not tolerated. Pupils report that incidents are rare and addressed swiftly. The majority of pupils demonstrate positive attitudes to learning. They respond well to encouragements, such as ‘be Ossett – be on time’ or ‘be Ossett – be the best you can be’. Staff apply behaviour policies with increasing consistency. Relationships between staff and pupils are positive. Pupils recognise that staff know and support them well. Leaders ensure that pupils who need extra support to help them focus at school receive it. For example, these pupils benefit from spaces, such as 'the hub' and 'the orchard'.

p.5

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

There is a warmth in this school community. Pupils and staff show respect to one another. Leaders have high expectations for pupils’ behaviour and for what they can achieve. Standards of behaviour have improved markedly in recent times. Classrooms are calm and corridors are orderly.

p.5

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

Pupils, including those with special educational needs and/or disabilities, value how well their teachers know them as individuals. Staff use their expertise to support pupils in overcoming their individual barriers to success. Pupils who need extra support receive this, for example, in the school's bespoke spaces, such as 'the hub' and 'the orchard'.

p.5

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

Pupils achieve well here. They generally enjoy learning and benefit from purposeful teaching and an ambitious curriculum. Achievement in national tests, such as GCSEs, has been consistently positive over time. This is also the case for disadvantaged pupils. Pupils receive high-quality careers education. Very few pupils leave Year 11 without firm plans for the future. Students in the sixth form are also well supported to move on to destinations of their choice. Pupils leave Ossett with the skills and qualifications they need for their next steps.

p.6

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

Rewards and recognition help pupils to feel valued and successful. Pupils feel safe and say that they belong. ‘Swap shop, ‘Wow Wednesday’, ‘Friday praise’ and 'golden tickets' all play their part in this regard. Pupils say that unkind words or bullying are dealt with effectively. However, some pupils do not attend as regularly and as often as they might. This includes disadvantaged pupils.

p.6

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

Pupils have access to a wide range of enrichment activities and clubs. Orchard football club, chess club and rugby are popular. Curriculum visits abroad and leadership opportunities are also widely available. These build pupils' character, broaden their horizons and develop their independence, preparing them for life in modern Britain.

p.6

Next steps

Leaders should ensure they continue to work to improve pupils' attendance and reduce rates of persistent absence, particularly for disadvantaged pupils. Leaders should ensure that they support teachers, including those in the sixth form, to deliver the curriculum with a high degree of consistency, explaining concepts and activities well and questioning pupils with precision.

p.6

About this inspection

This school is part of Accord Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Alan Warboys, and overseen by a board of trustees, chaired by Andrew Lancashire.

p.6

About this inspection

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

p.6

About this inspection

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.

p.6

About this inspection

Inspectors spoke with the executive principal, head of academy and CEO during the inspection. The lead inspector also met those responsible for governance and other staff from the trust.

p.6

Team inspectors:

Chris Fletcher, Ofsted Inspector Dan Whieldon, Ofsted Inspector Sarah Hubbard Hubbard, Ofsted Inspector Jayne Gaunt, Ofsted Inspector Penny Green-Harding, Ofsted Inspector

p.7

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.

p.7

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.

p.7

What does this mean?

National average: 1,067 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.

p.7

What does this mean?

The inspectors confirmed the following information about the school:

p.7

What does this mean?

The school makes use of 7 alternative provisions, including 3 that are unregistered.

p.7

What does this mean?

Since the previous inspection, a new executive principal and head of academy have been appointed.

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school. National average: 13.4%

p.8

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.

p.9

What does this mean?

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

p.9

English and maths GCSE

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

p.9

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.

p.9

national average

2022/23 (final) 50.1 46.3 Close to average

p.10

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.

p.10

national average

2022/23 (final) 0.08 -0.03 Close to average

p.10

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.

p.10

Disadvantaged pupils' English and maths GCSE grade 5 or above

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

p.10

national average

2024/25 (revised) 34.0% 25.8% Close to average

p.10

national average

2023/24 (final) 21.8% 25.8% Close to average

p.10

national average

2022/23 (final) 33.3% 25.2% Close to average

p.10

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.

p.10

national average

2023/24 (final) 36.4 34.6 Close to average

p.11

national average

2022/23 (final) 34.5 35.0 Close to average

p.11

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.

p.11

national average

2023/24 (final) -0.40 -0.57 Close to average

p.11

national average

2022/23 (final) -0.50 -0.57 Close to average

p.11

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.

p.11

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.

p.11

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.

p.12

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.

p.12

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).

p.12

A-level average point score

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

p.13

national average

2024/25 (revised) 36.29 34.99 Close to average

p.13

national average

2022/23 (final) 34.31 34.16 Close to average

p.13

A-level value added

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

p.13

national average

2024/25 (revised) 0.0 0.0 Close to average

p.13

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.

p.13

national average

2024/25 (2 term) 8.6% 8.1% Close to average

p.13

national average

2023/24 (3 term) 8.4% 8.9% Close to average

p.13

national average

2022/23 (3 term) 8.4% 9.0% Close to average

p.13

Persistent absence

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

p.14

national average

2024/25 (2 term) 24.7% 21.9% Close to average

p.14

national average

2023/24 (3 term) 24.6% 25.6% Close to average

p.14

national average

2022/23 (3 term) 24.3% 26.5% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

Urgent improvement

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

p.14

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.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.14

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.14

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15