Burnley Road Academy

Burnley Road Academy

Address: Burnley Road, Mytholmroyd, Hebden Bridge, West Yorkshire, HX7 5DE Unique reference number (URN): 137391

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

Early years Expected standard

Leaders prioritise the early years. The curriculum is well planned and takes account for the mixed age group class. The early years curriculum covers the 7 areas of learning with clear end points identified. Leaders prioritise the development of foundational skills in reading, writing and mathematics. The curriculum is well taught. Children, in both Nursery and Reception, develop appropriate knowledge across all areas of the curriculum. They are well prepared for Year 1 and beyond.

p.2

Early years Expected standard

Routines are clearly embedded in Nursery and Reception. Interactions between adults and children are positive. Children are taught social skills such as sharing and resolving minor conflicts. As a result, children are kind and respectful to each other. Adults generally extend children's learning well when children are independently learning. For example, supporting children to find the best way to transport water in the outdoor water area. All statutory care requirements are met. Children with additional needs are quickly identified. These children are well supported by effective adaptations to their learning. As a result, children with additional needs progress well from their starting points in the early years.

p.2

Inclusion Expected standard

Leaders quickly and accurately identify any pupils with additional needs. Each pupil with special educational needs and/or disabilities (SEND) has personalised targets in line with their starting points. Teachers closely monitor pupils' progress towards these targets. For pupils who need additional support, the school works with outside agencies, including accessing the local authority SEND offer of support. Pupils with SEND make increasingly positive progress from their starting points.

p.2

Inclusion Expected standard

Staff receive appropriate training to support pupils with additional needs to access the curriculum. Generally, teachers effectively adapt the curriculum to help pupils access the learning successfully. The training for staff who offer one to one support for pupils is particularly effective. As a result, some pupils with the highest level of need make good progress from their starting points.

p.2

Inclusion Expected standard

Leaders know the pupils and their families well. Pupils who are known or previously known to social care are well supported both academically and pastorally when needed. Pupil premium funding is used effectively. Staff are aware of the barriers these pupils face. For example, there is a clear focus on improving the attendance and achievement of pupils who access this funding.

p.2

Personal development and wellbeing Expected standard

The school has developed an appropriate and coherent personal development programme. This is an entitlement for all pupils, including those with additional needs. During taught lessons, pupils learn about topics such as relationships, online safety, and physical and mental wellbeing. Leaders have tailored to programme to the context of the school. Pupils learn about contextual risks such as water safety to ensure that pupils know how to stay

p.2

Needs attention

safe in the community. Pupils develop an understanding of British values such as democracy. They know how to treat people who are different to themselves. Pupils debate relevant news stories with their peers. This help to ensure that pupils are tolerant and respectful of each other.

p.3

Needs attention

Pupils attend a range of extra-curricular clubs which extend their talents and interests. These include clay club and hockey club. Pupils represent the school in competitions against local schools in activities such as athletics and dance. Pupils extend their knowledge of the curriculum through well-chosen visits and visitors. This includes trips to local museums, places of worship and the theatre. The pupil leaders have a positive impact on the school community. The play leaders help younger pupils take part in activities at break and lunch times. The school council raise awareness of pupils concerns to staff. Leaders respond to these concerns and communicate this back to pupils through a 'you said, we did' display. Year 6 pupils support children in the early years at play times.

p.3

Needs attention

Pupils know how to access additional pastoral support if needed. They can share concerns through the class 'worry box' or speak to trusted adults. Pupils are confident that leaders will respond to their concerns and offer support. Staff are trained to provide additional pastoral support, such as mental health support, if needed.

p.3

Achievement Needs attention

Historically pupils have not achieved well in end of key stage 2 national tests, particularly pupils who are disadvantaged. Pupils’ achieve better in writing than they do in mathematics and reading. The quality of work in pupils' books and their recall of knowledge shows that they are now learning better than they were. This improvement is not yet reflected in published outcomes. At the end of key stage 2 pupils are not as well prepared for their next steps in education as they might be. Pupils with special educational needs and/or disabilities make increasingly positive progress from their starting points.

p.3

Achievement Needs attention

In the early years and in Year 1 children quickly develop their early reading skills. Higher than average number of pupils pass their phonics screening check at the end of Year 1. In the early years, children develop appropriate knowledge across all areas of learning so that they are well prepared for Year 1.

p.3

Attendance and behaviour Needs attention

Pupils' attendance, including pupils with special educational needs and/or disabilities and those who are disadvantaged, is below national averages. Leaders are aware of this. Improving attendance is a priority across the school. Leaders have recently introduced a new approach to try to improve attendance. Leaders now more accurately identify pupils who are struggling to come to school often enough. However, leaders have only recently begun working with the trust to analyse attendance data more closely to identify patterns and trends in groups of pupils; it is too early to assess the impact of this development. The support that leaders put in place to help pupils and their families improve attendance is effective for individuals. This support has not yet had an impact on overall school attendance. This year there are slight improvements in the overall attendance of pupils with SEND and those who are disadvantaged.

p.3

Attendance and behaviour Needs attention

Pupils behave well across the school. They are respectful and supportive towards one another. In lessons, pupils' learning behaviours are generally positive. Pupils typically enjoy learning. Bullying and other forms of discrimination rarely happen. When they do, they are dealt with effectively by the school. Pupils are rewarded as ‘values champions’ when they display the school values of compassion, courage, teamwork and perseverance. This is helping to build a culture of togetherness at the school.

p.4

Curriculum and teaching Needs attention

The curriculum is well planned and sequenced. The knowledge that pupils will learn and the end points they are working towards are clearly identified. Leaders have an accurate view of the effectiveness of the curriculum. Leaders have recently adjusted the mathematics curriculum to focus on the foundational skills of multiplication. Leaders have also modified the writing curriculum in early years and Year 1 to focus on the foundational skills of transcription. It is too soon to see the full impact of these changes on pupils' achievement.

p.4

Curriculum and teaching Needs attention

The curriculum is not consistently taught well. Teachers do not always select the best activities to deliver the curriculum. They do not consistently identify and address misconceptions. As a result, pupils do not develop their knowledge across the curriculum as quickly and as thoroughly as they might.

p.4

Curriculum and teaching Needs attention

There is a focus on securing the foundational skills in reading, writing and mathematics that pupils need. This focus is practically effective in the early years where children quickly develop their early reading skills. However, in key stage 1 and 2 the inconsistencies in teaching mean that pupils do not develop these skills as quickly as they could. Teachers generally adapt the curriculum effectively so that pupils with additional needs can access the learning.

p.4

Leadership and governance Needs attention

The school and the trust have experienced significant turbulence in the past few years. The school recently appointed a new headteacher and set up a new senior leadership structure. The trust and the local governing body both have a new chairperson. The trust and the school are currently receiving support from another trust. This support is helping to ensure that systems and structures within the school run effectively. Staff now have access to the training they need to help them to improve the work of the school. Leaders make decisions in the best interest of the pupils. There is a commitment from leaders to continue to improve the areas of the school that fall short of the expected standard. Those responsible for governance meet their statutory duties.

p.4

Leadership and governance Needs attention

Leaders understand the school's context and have an understanding of the schools' strengths and areas for development. In areas such as curriculum development, achievement and behaviour, there is evidence of positive impact from leaders' actions. However, leaders know there is still more work to do. In a few instances, records related to safeguarding are not organised in a coherent or timely manner. This reduces the quality of information leaders have to assure themselves about this aspect of the school’s work.

p.4

Leadership and governance Needs attention

Staff are happy at the school. They feel well supported. Leaders take staff workload and wellbeing into account when making decisions. Staff have access to professional learning opportunities. These learning opportunities are not always high quality or tightly linked to school priorities. Leaders have formed positive relationships with parents and the community.

p.5

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

Pupils typically enjoy coming to school. They feel safe. Pupils know they have trusted adults to share concerns with if need be. Pupils are positive and respectful to each other and adults. Pupils know and understand the school values of compassion, courage, teamwork and perseverance. They strive to demonstrate these values in their actions around school. Leaders provide effective support for pupils with additional needs so that they can effectively access all aspects of school life.

p.5

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

Pupils access a well planned and sequenced curriculum. However, the teaching of the curriculum is inconsistent across the school. Pupils, including those who are disadvantaged, do not achieve well at the end of key stage 2. Not all pupils are well prepared for their next steps. Pupils' achievement in national tests show that they do not achieve as well as their peers nationally. Leaders have made changes to the curriculum to improve how well pupils learn. In the early years children develop appropriate knowledge across all areas of learning. Children are well prepared for Year 1. Pupils achieve well in the phonics screening check at the end of Year 1.

p.5

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

Pupils' attendance, including those with special educational needs and those who are disadvantaged, is below national averages. Improving pupils' attendance is a priority for school leaders. Pupils behave well across the school. At social times pupils mix well with other year groups and classes. They maturely play games such as football and basketball. Most pupils enjoy learning. Bullying is rare. When it does happen, it is dealt with effectively.

p.5

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

All pupils are a member of one of 4 houses linked to the school values. Pupils collect points for their houses and receive house rewards in Friday assemblies. This is helping to build a sense of belonging at the school.

p.5

Next steps

Leaders should ensure that pupils, including those who are disadvantaged, consistently receive the provision they need to achieve well, and that this achievement is reflected in end of key stage 2 examinations. Leaders should ensure that the curriculum is consistently taught well, that teachers consistently select good activities to deliver the curriculum and regularly check and address misconceptions.

p.5

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.6

Facts and figures used on inspection

This data is from 19 May 2026 Leaders should continue to analyse attendance information closely to identify patterns and trends. They should use this information to intervene early and to remove barriers to attendance, particularly for pupils who are disadvantaged. Leaders at all levels should ensure that they have a robust oversight of systems and processes within the school, including those which involve keeping accurate safeguarding records.

p.6

About this inspection

This school is part of the Pennine Alliance Learning 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), Linda Waugh, and overseen by a board of trustees, chaired by Andrew Bridger.

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

p.6

About this inspection

Inspectors spoke with the head of school, the chair of the trust and two members of the local governing body including the chair.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

In September 2025 a new head of school took up post.

p.6

About this inspection

The school does not currently use any alternative providers of education.

p.6

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?

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

p.7

What does this mean?

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

p.7

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.

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.8

What does this mean?

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

p.8

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.8

national average

2022/23 (final) 54% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2022/23 (final) 71% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2023/24 (final) 72% 72% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

average

2022/23 (final) 71% 73% 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

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

average

2023/24 (final) 44% 46% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

average

2024/25 (final) 54% 59% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

2023/24 (final) 56% 59% Close to average

p.11

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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

2022/23 (3 term) 5.6% 5.9% Close to average

p.14

Persistent absence

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

p.14

national average

2022/23 (3 term) 16.1% 16.2% 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. 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.15

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.15

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