Co-op Academy Brierley

Co-op Academy Brierley

Address: Cross Green Lane, Leeds, LS9 0BA Unique reference number (URN): 149719

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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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Attendance and behaviour Strong standard

Since the school opened, attendance has consistently improved. Leaders set high expectations for attendance creating a no excuses culture. There is a whole school purposeful approach to managing attendance. Leaders and staff follow up any absences promptly. They combine relational work with more formal approaches when needed. This supports families to overcome barriers to regular attendance resulting in notable improvements for individual and groups of pupils.

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Attendance and behaviour Strong standard

The school’s approach to behaviour is guided by a clear policy that sets out high expectations, consistent routines and a relational culture. Positive relationships between staff and pupils are central to this. Precise morning routines ensure that pupils start the day calmly and confidently. Pupils benefit from consistent routines and structures including visual prompts. Singing is a prominent strategy that pupils respond well to. Staff encourage pupils to take responsibility for their own behaviour. Restoring pupils’ expected behaviour and supporting them to understand their actions, feelings and triggers is central to the support that pupils receive.

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Attendance and behaviour Strong standard

Staff model calm positive interactions helping pupils to feel secure and ready to learn. Transitions between activities are smooth because staff use agreed strategies. Pupils understand these well and remain calm. Staff respond quickly and sensitively when pupils require support, ensuring that learning time is used productively. Pupils are settled and engage well in lessons. Behaviour incidents including those relating to bullying and discrimination are dealt with promptly and effectively. Suspensions and the use of alternative provision are managed proportionately and appropriately to support pupils' needs.

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Inclusion Strong standard

Leaders have created a highly inclusive culture where pupils’ needs are identified quickly and accurately. Transition processes are thorough and highly effective in capturing pupils’ previous experiences. Leaders use this information purposefully to ensure that the support pupils receive is highly personalised and precisely matched to their specific needs, including their health, behavioural, sensory and physical requirements.

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Inclusion Strong standard

Leaders have redesigned the environment to create sensory and physical spaces to meet pupils' needs effectively. Personal learning goals consistently promote pupils’ individual needs including developing independence and life skills. Pupils increasingly learn to manage their own needs as they move through school. Staff personalise adaptions, including communication aids and physical resources to support pupils’ development.

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Inclusion Strong standard

Leaders and staff rigorously check pupils’ progress to identify barriers to learning swiftly. Staff provide targeted academic and pastoral support for groups and individuals. Staff induction and training is very thorough. Staff have secure knowledge and confidence to manage pupils’ needs skilfully. Leaders and staff work closely with specialists and external agencies to provide comprehensive support. Specialist staff have a positive influence on pupils’ regulation, communication and physical development. The family support team works proactively with families to ensure that they receive timely early help and support. Disadvantaged pupils and those known or previously known to social care are well supported with deliberate approaches and strategies to enhance school life. Additional funding is used meaningfully to provide tailored support and improve opportunities for pupils and families.

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Leadership and governance Strong standard

The school has grown rapidly since opening, with many new pupils and staff joining in a short space of time. Leaders use their wealth of experience and expertise to manage this expansion extremely well. They know what the school needs, make clear decisions at the right time and check carefully that actions are working. They choose the right priorities to ensure the school continues to improve at pace. Trust leaders check progress rigorously through regular visits, reports and reviews. They work with external specialists to drive continuous improvement.

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Leadership and governance Strong standard

Leaders have created a clear vision for the school built on shared values and high expectations for every child. Staff benefit from a meticulous approach to professional learning that helps them to develop skills and meet pupils’ needs with confidence. Regular training, coaching and support ensures that staff are well equipped to provide the best for pupils. Staff say leaders are approachable, supportive and easy to talk to. They value the training, guidance and wellbeing support. Leaders are quick to offer support when challenges arise. Workload and wellbeing are supported well.

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Leadership and governance Strong standard

Governance is well structured and purposeful. Trustees and academy community council members meet regularly. They understand the school well. Clear lines of accountability ensure there is robust and focused challenge and support.

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Leadership and governance Strong standard

Leaders place great importance on working with families. The school offers purposeful activities such as cooking sessions, coffee mornings and growing projects. Parents and carers frequently speak positively about caring staff, the progress their children make and the warm welcoming atmosphere.

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Personal development and wellbeing Strong standard

Personal development is a defining feature of the school. It underpins daily practice and is carefully linked into the academic curriculum. Pupils quickly build positive relationships, develop independence and confidence. Leaders are ambitious for pupils to access opportunities they may not otherwise experience including older pupils who spend time away from home on a residential.

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Personal development and wellbeing Strong standard

A wide range of enrichment opportunities within and beyond the curriculum develop pupils' social and cooperation skills. The personal development programme is carefully designed around pupils’ needs, interests, prior experiences and family circumstances. Pupils broaden their horizons through meaningful activities such as swimming, forest school and animal care. Pupils are enthusiastic to care for the animals in the purpose-built farm area. Community based experiences such as travel training, shopping and money management deepen their understanding of the wider world. This prepares pupils for adulthood effectively.

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Expected standard

Pupils have a secure and developmentally appropriate understanding of fundamental British values. They understand tolerance through real-life experiences and by learning about different faiths and cultures. Pupils learn about healthy relationships, personal boundaries and growing up in an age-appropriate way. This helps them to make safe positive choices both online and in the community.

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Expected standard

Pupils of all ages take on meaningful responsibilities including school councillors, animal welfare leaders, lunchtime leaders and fruit monitors. They participate in sporting events with other schools, including swimming galas, tennis matches and football tournaments.

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Expected standard

Pastoral support is central to the school’s offer. A highly effective multi agency and relational approach ensures pupils and families receive timely, well-coordinated support. The school values parental contributions and leaders advocate for parents and carers providing support with day-to-day tasks. The school offers drop-ins, coffee mornings, workshops and targeted outreach for families. Staff respond swiftly to families’ needs, assisting with forms, finance, housing and food parcels. Leaders access funding to ensure pupils experience activities beyond school including holiday and weekend activities.

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Expected standard

From Year 7 onwards, pupils access a growing range of careers opportunities and activities that prepare them for adulthood. Leaders ensure that additional funding is used appropriately so that all pupils have equal access to enrichment and extra-curricular activities.

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Achievement Expected standard

Pupils are typically accessing the curriculum successfully. They achieve well and make suitable progress from their starting points. The curriculum offer enhances pupils’ experiences. Pupils develop communication, independence and life skills which prepares them well for their next steps. Pupils’ learning is well matched to their development needs from reception through to Year 11.

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Achievement Expected standard

Pupils’ learn the important knowledge that they need to for later learning. Learning is meaningful and appropriate to pupils' stage of development. However, there are gaps in some pupils’ knowledge which are not consistently addressed in lessons which means they do not make the progress that they could.

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Achievement Expected standard

Older pupils develop valuable skills by contributing to the development of the outdoor area with building and carpentry skills and learning how to use tools safely. Year 10 pupils are following a curriculum that prepares them effectively for future qualifications. Some pupils are on track to complete entry level qualifications in English, mathematics and science. Leaders are ambitious for pupils to leave the school with meaningful and appropriate recognition of their achievements.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious, well-sequenced curriculum across four distinct pathways. The curriculum is aligned with the early years foundation stage and national curriculum. Leaders identify the most important knowledge that pupils need to learn. They consider the relevance of curriculum content to ensure that pupils are well prepared for their next stage. Important knowledge that pupils need for future learning is deliberately sequenced to ensure that pupils’ knowledge builds over time. Outdoor learning areas strengthen the curriculum by supporting pupils' sensory and physical development.

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Curriculum and teaching Expected standard

A whole-school focus on communication and interaction underpins the curriculum. Staff have secure subject knowledge. Teaching follows clear, agreed approaches to support pupils’ regulation, engagement and readiness for learning. Staff provide clear adaptations, including visual timetables, symbols and communication strategies that help pupils learn. However, in some lessons, teaching is not precisely matched to pupils’ abilities. Teachers do not consistently identify the most important knowledge that pupils need to learn.

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Curriculum and teaching Expected standard

The assessment system is robust and well understood by staff. Pupils’ progress is checked at regular points in the academic year and barriers to progress are identified and addressed. This includes drawing on external expertise where necessary.

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Curriculum and teaching Expected standard

Leaders have an accurate and informed understanding of the current position of the curriculum. They have identified where further work is needed to ensure it is consistently high quality across all subjects and pathways. They have implemented a robust system to ensure that they have oversight of the quality of teaching. Through training, ongoing support and coaching, staff are supported to improve their practice.

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Early years Expected standard

Leaders ensure children have a positive start to school life. The foundation pathway is deliberately designed around the early years foundation stage. It is underpinned by communication and language. Personal, social and emotional development is prioritised throughout the foundation pathway. Some approaches that might typically be seen in early years are evident through different pathways to address older pupils’ needs.

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Early years Expected standard

Children’s needs are quickly identified. Leaders prioritise access to specialist support so children receive the right provision at the earliest stage. Children are supported by skilled staff who interact with them successfully to develop their communication and self-regulation skills. This supports children to successfully engage in learning.

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Early years Expected standard

The school’s approach to early reading and the teaching of phonics have ensured that the curriculum builds on children’s prior knowledge supporting children at the early stages of reading. This begins with developing children’s awareness of listening and responding to sounds before children move into one-to-one and small group phonics sessions. Children engage in purposeful activities that develop their early writing and mathematical knowledge.

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Early years Expected standard

Leaders work closely with staff to develop their understanding of early years approaches, including the quality of their interactions with children. The impact of this is clear in the warm, caring relationships between staff and children and the highly positive behaviour of children.

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

Pupils are cared for deeply at this school. They arrive happy, settle quickly and are ready to learn. Staff greet them warmly, and help them to feel calm and ready for the day ahead. Pupils form positive relationships with staff who know them extremely well. Many pupils have had difficult or disrupted experiences of education before joining the school. However, they quickly feel safe, welcome and understood when they join the school. Staff take time to learn about pupils’ interests, needs and family circumstances.

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

Pupils enjoy coming to school and attend regularly. They look forward to learning and take pride in their achievements. Pupils benefit from an ambitious curriculum that is personalised to meet their needs. Specialist teaching builds pupils’ confidence and ensures that they make suitable progress. Staff make adaptations to remove pupils’ barriers to learning. Pupils with sensory and physical needs are well supported to engage fully in learning. Leaders have high expectations and are ambitious for pupils to succeed.

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

Pupils behave calmly because routines are consistent. Staff respond to pupils with patience and care. Pupils feel safe and trust staff to help if someone is unkind. Pupils develop independence. They learn to make choices, solve problems and manage everyday tasks. Enrichment is a key part of school life. Pupils enjoy a range of activities that help them to discover new interests and build confidence including swimming, animal care and construction.

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

Pastoral care is a strength of the school. Staff quickly notice changes in pupils and respond with kindness. Pupils are supported throughout the school day. Pupils feel a deep sense of belonging. They know they can be themselves. The school’s inclusive culture ensures pupils embrace what the school has to offer. Leaders want pupils to be their ‘Brierley best’ and pupils rise to this ambition.

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Next steps

Leaders should ensure that staff consistently prioritise the most important knowledge that pupils need to learn which embeds pupils’ prior knowledge enabling them to build their understanding securely. Leaders should ensure that staff have the knowledge and expertise to identify and address gaps in pupils’ knowledge promptly and consistently so that pupils develop detailed knowledge and skills and produce high quality work.

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Lead inspector:

Nicola Beaumont, His Majesty's Inspector

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Team inspectors:

Berni Moorcroft, Ofsted Inspector Philippa Kermotschuk, His Majesty's Inspector

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About this inspection

This school is part of The Co-operative 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 (CEO), Chris Tomlinson, and overseen by a board of trustees, chaired by Russell Gill.

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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 HMI.

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About this inspection

Inspectors spoke with the headteacher, deputy headteachers and other leaders at the school. They met with the CEO, regional director for the trust, trustees and members of the academy community council.

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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 confirmed the following information about the school:

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About this inspection

This is the school's first inspection since it opened in September 2023.

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About this inspection

The recorded number of pupils on roll does not fully reflect the number of pupils who attend the school. This is because the school has grown rapidly since it opened.

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About this inspection

All pupils have an education, health and care plan.

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About this inspection

The school includes provision for pupils with a range of special educational needs and/or disabilities including autism spectrum disorder and attention deficit hyperactivity disorder.

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About this inspection

The school currently makes use of one unregistered alternative provision.

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About this inspection

Headteacher: Sarah Harridge 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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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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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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Persistent absence

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

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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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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

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 .

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

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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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