St Bede's and St Joseph's Catholic College, A Voluntary Academy

Voluntary Academy

Address: Highgate, Heaton, Bradford, BD9 4BQ Unique reference number (URN): 148520

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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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Post 16 provision Strong standard

The sixth form at this school is inspiring. It creates a welcoming space where every student can thrive. Leaders dedicate themselves to helping students from diverse backgrounds succeed in their education. They have made a thoughtful selection of a wide range of A-level and applied courses for students to choose from. In addition, they offer excellent support which is carefully targeted to meet each student's needs.

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Post 16 provision Strong standard

Sixth form students engage and display impressive academic confidence. Their work shows a strong understanding of the subjects they are learning. Students are supported to confidently engage in critical thinking. They develop effective analytical skills and can demonstrate how they apply their learning in a variety of different learning situations. High- quality coursework, well-researched projects, and articulate presentations are common observations. Students actively participate in discussions, they ask pertinent questions, and confidently share ideas. This enriches the learning atmosphere.

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Post 16 provision Strong standard

External exam results are very strong. Most students earn top grades. This helps them achieve places in a number of competitive universities. Students also go on to undertake prestigious apprenticeships. Students with special educational needs and/or disabilities (SEND) do well. Tailormade support and high expectations support them to make effective progress at pace. Many SEND students earn ambitious qualifications. These demonstrate their personal growth and lead to meaningful next steps in further education, training and the workplace.

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Post 16 provision Strong standard

The personal development programme for students is age-appropriate and effective. This equips students with key skills and supports in building a sense of responsibility. Many take on leadership roles. They mentor younger peers and share valuable study strategies with enthusiasm. Leaders offer great support for university and apprenticeship applications. This helps students to feel confident. It also prepares them for this important time in their lives.

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Achievement Expected standard

Pupils achieve qualifications that help them move onto the next stage of learning or work. Pupils, including those with special educational needs and disabilities, make positive progress. This is the case across subjects, including the sixth form. Leaders know that outcomes in external examinations can still improve, especially for pupils with higher prior attainment in Year 11. Pupils acquire the language, reading and mathematics skills that they need to access the curriculum.

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Achievement Expected standard

Pupils' achievement is showing continuous improvement. They speak confidently in class and build appropriate knowledge and skills over time. This allows them to engage with more challenging content with confidence and competence. All pupils leave school well prepared for their next steps in education, work or training.

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Attendance and behaviour Expected standard

Leaders have high expectations for pupils' attendance and behaviour. The vast majority of pupils rise to these expectations. Pupils come to because they feel part of a friendly and inclusive school community. The school collaborates very well with families to improve attendance. This helps to ensure pupils learn positive attendance habits. Staff use a personalised approach. They identify and address barriers that prevent pupils from attending regularly. This effort is making a difference. Attendance is improving, but overall attendance could be higher still.

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Attendance and behaviour Expected standard

The school is a calm and safe environment in which pupils can learn and grow. Pupils' attitudes to learning are, on the whole, conducive to learning. Pupils enjoy learning and complete tasks with focus. They are eager to share their views and thoughts on the content that they are learning. They behave with self-discipline and respect. Pupils also care about their school and about each other. Bullying and bad behaviour are uncommon. When they happen, they are not tolerated. The school applies the behaviour policy consistently and fairly. Leaders step in quickly and effectively to help pupils with their behaviour when they need support. Appropriate adjustments are in place to ensure that all pupils are able to thrive.

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Curriculum and teaching Expected standard

Leaders provide pupils with a rich, balanced, and inclusive curriculum. Subjects are carefully organised so that pupils gain knowledge progressively. Leaders review the curriculum and how well it helps pupils remember more over time. Teachers collaborate with their colleagues to ensure that teaching is effective and pupils are supported to build their learning from individual starting points. Adults use their training effectively to enhance their classroom based learning offer. This helps pupils to succeed.

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Curriculum and teaching Expected standard

Teaching is generally effective. In lessons, staff check pupils’ understanding before moving on and address gaps in knowledge promptly when they arise. Questioning is used well to help pupils engage with more complex ideas and develop deeper thinking. In science lessons, for example, questions help pupils learn deeply. Teachers adapt lessons when needed for pupils who have barriers to their learning.

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Curriculum and teaching Expected standard

In a small number of lessons, the curriculum is not fully implemented as intended. As a result, the planned curriculum does not consistently have the intended impact.

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Curriculum and teaching Expected standard

The school supports pupils who need help with reading and number work. Staff encourage pupils to read every day and discuss books together. Teachers place a clear focus on spoken language and vocabulary. Pupils use new words with growing confidence in lessons.

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Inclusion Expected standard

Leaders have thought about how the curriculum meets each pupil's needs. This includes those with special educational needs and/or disabilities. The school aims to understand the pupils. This helps them meet needs with greater effectiveness. Leaders identify, assess, and meet the needs of disadvantaged pupils with determination. This includes those known or previously known to social care. The school uses pupil premium funding well. This approach is making a positive difference by typically providing targeted support and intervention, helping to remove barriers to learning and improving pupils’ progress. Pupils generally receive effective support to help them reach their potential and make progress.

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Inclusion Expected standard

Leaders share pertinent information about each pupil with teachers. This helps teachers plan for pupil's needs. Teachers utilise appropriate resources. Targeted professional development helps staff meet the different needs of the pupils their care. This approach support all pupils, including those with special educational needs and/or disabilities, to access effective learning opportunities. The school is committed to equity and inclusion. Disadvantaged pupils feel valued. This ensures that all pupils, regardless of their background or circumstances, are receiving what they need in order to achieve highly.

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Leadership and governance Expected standard

Leaders, trustees, and governors are united by a shared and ambitious vision for the school. They ensure that every pupil receives a successful education in an environment where pupils feel respected and valued. Leaders evaluate the school's work systematically, using well-developed processes and sharp analytical thinking to make wise decisions that always prioritise the interests of pupils.

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Leadership and governance Expected standard

Trustees and governors are well informed about their responsibilities and about the school's specific context. They hold leaders to account with rigour and challenge, and maintain high expectations for all pupils. They also engage with the local community and listen to the views of parents and carers.

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Leadership and governance Expected standard

Staff morale is high and leaders take staff wellbeing and workload seriously. The school's training programme is substantial and well designed, supporting staff at every stage of their career. When needed, leaders make sure training focuses on the areas where staff need the most help. Teachers regularly discuss and share insights from workshops. This helps them to adopt new strategies in the classroom. Early career teachers are well guided and more experienced staff can pursue leadership development pathways. Leaders have developed collaborative links with other schools and organisations that enrich the school's work and allow the sharing of effective practice.

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Leadership and governance Expected standard

Leaders are ambitious for their pupils and use funding wisely to ensure that disadvantaged pupils benefit from the same high-quality provision as their peers. All staff share the school's commitment to improving the life chances of every pupil, including those who face barriers to learning.

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Personal development and wellbeing Expected standard

Leaders at this school prioritise pupils' personal development and wellbeing. A well- structured programme helps pupils become confident, resilient, and respectful individuals. Pupils learn about key British values and understand why these values matter. All pupils also learn how to stay safe online and what constitutes a healthy relationship. This learning is built on through school assemblies, festivals, and home-school communication. Tolerance and diversity are celebrated through events such as culture day. On this day, suggested by pupils, they perform and wear traditional dress, showcasing their connection with different faiths and countries.

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Personal development and wellbeing Expected standard

Pastoral care is both proactive and responsive. Staff understand each pupil well and act without delay when pupils require support. Mentoring, counselling, and other specialist provision is available for pupils who face personal challenges. Pupils report feeling well supported and safe.

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Personal development and wellbeing Expected standard

The enrichment offer is broad and well considered. Clubs, trips, and other activities develop pupils' teamwork, and leadership skills. A peer mentoring programme pairs newer pupils with older students in the sixth form. This benefits all the pupils who take part and builds pupils' confidence during key transitions.

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Personal development and wellbeing Expected standard

Teachers plan career education carefully and deliver it from Year 7. Pupils receive guidance without bias and attend employer-led events. They also visit workplaces and different post- 16 providers. Staff tailor support to pupils' individual needs as they advance through school. Post-16 students enjoy targeted help with university and apprenticeship applications. Leaders aim to lift the hopes of all pupils. This includes those facing tough challenges who may not have considered higher education. Pupils leave equipped with the knowledge, skills, and character to thrive. Student academic destinations are commendable and a source of pride for the school community. They include prestigious universities, and both local and national employers.

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

This school makes a positive difference to pupils' lives. Staff care about the pupils' education, model a love of learning and highlight kindness to pupils. Pupils are respectful, kind, and wear their school uniform with pride. Joining the school means becoming part of the St Bede's and St Joseph's family. This connection lasts a lifetime for many pupils. Current and past pupils of the school receive a warm welcome.

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

Staff have high expectations, which pupils rise to. Leaders have developed a climate for learning in which pupils can excel in their studies. All pupils take part in activities. These include visits to the theatre, educational outing, and extra curricular clubs. These opportunities nurture pupils' confidence. The school promotes tolerance and respect. These values are part of the curriculum. Behaviour in school is positive, and instances of bullying are rare. Should bullying occur, staff are quick to act. The pastoral system surrounds each child, offering support to maintain well-being. Pupils feel safe and have adults in school who they can turn to if they have worries. The school celebrates pupils' academic success. Pupils know how they are doing academically and have a clear understand of their educational options for the future. Sixth- form students love their study spaces. The courses on offer in the sixth form are wide and

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

varied. This ensures that all students are able to study what they wish. The school provides leadership opportunities across year groups. This promotes a sense of community and responsibility among students. Students in the sixth form take an active role in mentoring their younger peers. A well-structured careers guidance programme is in place. It gives pupils key details about the job market and future study choices. This balanced approach gets pupils ready for life after school.

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Next steps

Leaders should continue to work closely with families, carers, and outside agencies to continue to improve and sustain pupils attendance. Leaders should continue to ensure that the school’s expectations for what every lesson should include are deeply embedded in all subjects so that effective teaching is consistent across the school and leads to high outcome for all pupils in national assessments over time.

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About this inspection

This school is part of Blessed Christopher Wharton Catholic Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer (CEO), Chris Hanson, and overseen by a board of trustees, chaired by Sarah Martin.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors held discussions with the acting headteacher, other members of the senior leadership team, the acting CEO, the director of schools and colleges at the diocese, members of the academy council and the chair of the trust board.

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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

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Roman Catholic religious character. The last section 48 inspection took place in June 2025.

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Team inspectors:

Tudor Griffiths, Ofsted Inspector Elizabeth Cresswell, Ofsted Inspector Matthew West, Ofsted Inspector Julian Appleyard, Ofsted Inspector James Franklin-Smith, Ofsted 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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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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1,950

Well above average At the time of the inspection, Paul Mulligan was in post as acting Headteacher.

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1,950

The school uses 2 registered alternative provisions.

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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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national average

2024/25 (final) 45.3% 45.4% Close to average

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national average

2023/24 (final) 37.4% 45.9% Close to average

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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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national average

2024/25 (final) 44.5 46.1 Close to average

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national average

2023/24 (final) 45.5 45.9 Close to average

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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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national average

2023/24 (final) -0.15 -0.03 Close to average

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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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national average

2024/25 (final) 26.2% 25.8% Close to average

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national average

2023/24 (final) 18.1% 25.8% Close to average

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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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national average

2024/25 (final) 34.3 34.9 Close to average

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national average

2023/24 (final) 36.3 34.6 Close to average

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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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national average

2023/24 (final) -0.49 -0.57 Close to average

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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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national average

2024/25 (final) 33.93 35.00 Close to average

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national average

2023/24 (final) 31.55 34.38 Close to average

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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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national average

2024/25 (final) 0.2 0.0 Close to average

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national average

2023/24 (revised) 0.0 0.0 Close to average

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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 (3 term) 9.0% 8.4% Close to average

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national average

2023/24 (3 term) 9.9% 8.9% 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 (3 term) 24.2% 23.4% 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 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

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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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